Transcendent and cardinal virtues in university students. An exploratory study
Our research presents a theoretical and empirical exploratory study on humility, magnanimity and mercy as transcendent virtues from a theoretical basis that integrates elements of Christian theology and psychology. Self-transcendence is understood as an inner movement of the human being that can be...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Málaga |
| Repositorio: | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria |
| Idioma: | inglés |
| OAI Identifier: | oai:ddfv.ufv.es:10641/6763 |
| Acceso en línea: | https://hdl.handle.net/10641/6763 |
| Access Level: | acceso abierto |
| Palabra clave: | Transcendent virtues cardinal virtues higher education moral development virtue measurement Anthropology Social Sciences (miscellaneous) yes |
| Sumario: | Our research presents a theoretical and empirical exploratory study on humility, magnanimity and mercy as transcendent virtues from a theoretical basis that integrates elements of Christian theology and psychology. Self-transcendence is understood as an inner movement of the human being that can be oriented toward the sacred and toward other people. This movement may involve collaboration with divine action. From this theoretical framework, we developed a 15-item Likert-type self-perception questionnaire of transcendent virtues (MHM), which was administered to a sample of 870 university students in three countries, a two-factor structure (active patience and mercy) with high reliability scores (α >.85 for both cases). A convergent/divergent validity analysis was also conducted in relation to a questionnaire measuring cardinal virtues (QCV). The study included criterion items, and correlations to examine the relationships between variables within a hypothesized model. MHM and QCV measure two distinct yet convergent constructs. This distinction is important for character education, if we consider that whole person education (i.e. integral formation) must include both the relationship with God (vertical dimension) and with others (horizontal dimension). Together, these measures provide a comprehensive assessment of students’ virtue profiles. Both scales are good tools for the assessment of students’ moral development in Higher Education. |
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