A cross-sectional study was conducted with student teachers from four Education Degree Colleges located in Upper and Lower Myanmar. Drawing on the positive psychology framework, the predictive role of character strengths in flourishing was examined by integrating strengths self-efficacy (SSE) and resilience as parallel mediators. Participants (n = 1251, Mage = 20.84 years, SD = 1.28) were selected using stratified random sampling and completed four validated measures: VIA-72, SSE Scale, Connor–Davidson Resilience Scale 25, and Flourishing Scale. Correlational analyses revealed significant moderate positive associations between study variables. Using structural equation modeling, the results showed a direct predictive effect of character strengths on SSE, resilience, and flourishing. In addition, SSE and resilience partially mediated the relationship between character strengths and flourishing. Importantly, the indirect pathway through resilience was stronger than the SSE, indicating that the ability to adapt to challenges plays an essential role in linking character strengths with the flourishing of student teachers in the Myanmar Teacher Education setting, which practices a competency-based curriculum. Overall, supporting the strengths-based literature, the parallel mediational model of SSE and resilience contributes to a better understanding of how character strengths explain flourishing. The implications for Teacher Education and directions for future research are discussed.
Mar et al. (2026) studied this question.