ZORA Publication List

Publications

• Wagner, L., Pindeus, L., & Ruch, W. (2021). Character strengths in the life domains of work, education, leisure, and relationships and their associations with flourishing Frontiers in Psychology, 12, 597534. https://doi.org/10.3389/fpsyg.2021.597534
• Ruch, W., Gander, F., Wagner, L., & Giuliani, F. (2021). The structure of character: On the relationships between character strengths and virtues Journal of Positive Psychology, 16, 116–128. https://doi.org/10.1080/17439760.2019.1689418
• Wagner, L. (2021). Studying What Is Best in Adolescents: The Role of Character Strengths in Positive Experiences, Relationships, and Achievement at School (Dissertation, University of Zurich) https://doi.org/10.5167/uzh-198742
• Ruggeri, K., Većkalov, B., Bojanić, L., Wagner, L., & et al. (2021). The general fault in our fault lines Nature Human Behaviour, 5, 1369–1380. https://doi.org/10.1038/s41562-021-01092-x
• Baumann, D., Ruch, W., Margelisch, K., Gander, F., & Wagner, L. (2020). Character Strengths and Life Satisfaction in Later Life: an Analysis of Different Living Conditions Applied Research in Quality of Life, 15, 329–347. https://doi.org/10.1007/s11482-018-9689-x
• Wagner, L., Gander, F., Proyer, R. T., & Ruch, W. (2020). Character Strengths and PERMA: Investigating the Relationships of Character Strengths with a Multidimensional Framework of Well-Being Applied Research in Quality of Life, 15, 307–328. https://doi.org/10.1007/s11482-018-9695-z
• Wagner, L., Holenstein, M., Wepf, H., & Ruch, W. (2020). Character Strengths Are Related to Students’ Achievement, Flow Experiences, and Enjoyment in Teacher-Centered Learning, Individual, and Group Work Beyond Cognitive Ability. Frontiers in Psychology, 11, 1324. https://doi.org/10.3389/fpsyg.2020.01324
• Wagner, L. (2019). Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents Journal of Early Adolescence, 39, 864–903. https://doi.org/10.1177/0272431618791286
• Wagner, L. (2019). The Social Life of Class Clowns: Class Clown Behavior Is Associated With More Friends, but Also More Aggressive Behavior in the Classroom Frontiers in Psychology, 10, 604. https://doi.org/10.3389/fpsyg.2019.00604
• Ruch, W., Wagner, L., & Heintz, S. (2018). Humor, the PEN model of personality, and subjective well-being: Support for differential relationships of eight comic styles Rivista Italiana Di Studi Sull’Umorismo, 1, 31–44. https://www.risu.biz/wp-content/uploads/2018/01/Ruch_et_al.-RISU-11-2018-31-44.pdf
• Ruch, W., Heintz, S., Platt, T., Wagner, L., & Proyer, R. T. (2018). Broadening humor: comic styles differentially tap into temperament, character, and ability Frontiers in Psychology, 9, 6. https://doi.org/10.3389/fpsyg.2018.00006
• Ruch, W., Bruntsch, R., & Wagner, L. (2017). The role of character traits in economic games Personality and Individual Differences, 108, 186–190. https://doi.org/10.1016/j.paid.2016.12.007
• Roberts, M. E., Wagner, L., Zorjan, S., Nèmeth, E., van Toor, D., & Czaplinski, M. (2017). Testing the Situationism Scale in Europe: Scale validation, self-regulation and regional differences International Journal of Psychology, 52, 264–272. https://doi.org/10.1002/ijop.12211
• Wagner, L., Baumann, N., & Hank, P. (2016). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being Motivation & Emotion, 40, 69–81. https://doi.org/10.1007/s11031-015-9516-8
• Platt, T., Wagner, L., & Ruch, W. (2016). The association between class clown dimensions, school experiences and accomplishment Learning & Individual Differences, 51, 327–332. https://doi.org/10.1016/j.lindif.2016.08.036
• Weber, M., Wagner, L., & Ruch, W. (2016). Positive feelings at school: on the relationships between students’ character strengths, school-related affect, and school functioning Journal of Happiness Studies, 17, 341–355. https://doi.org/10.1007/s10902-014-9597-1
• Wagner, L., & Ruch, W. (2015). Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement Frontiers in Psychology, 6, 24. https://doi.org/10.3389/fpsyg.2015.00610
• Proyer, R. T., & Wagner, L. (2015). Playfulness in adults revisited: The signal theory in German speakers American Journal of Play, 7, 201–227. http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-2-article-playfulness-in-adults-revisited.pdf
• Wagner, L., & Ruch, W. (2015). Attribute des Lachens: Ein lexikalischer Ansaz Zeitschrift für Semiotik, 109–127.
• Wagner, L., Conrad, D., Gajić, N., Kácha, O., Martinović, K., Skvortsova, A., van Doeselaar, L., & Voitenko, D. (2014). Examining adolescents’ well-being: How do the orientations to happiness relate to their leisure time activities? Journal of European Psychology Students (JEPS), 5, 8–12. https://doi.org/10.5334/jeps.bv

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