Personality development in adolescence: Examining big five trait trajectories in differential learning environments

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Julia Tetzner, Michael Becker, Lilly-Marlen Bihler
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引用次数: 1

Abstract

This study addresses two questions: Do Big Five traits change from early to middle adolescence? How do developmental trajectories differ between educational environments (i.e., secondary school tracks)? We used a representative random sample from Germany, following 6th graders (T1, N = 1662; age: M = 11.68; SD = 0.63; female = 47.4%; from N = 87 primary schools) to the end of compulsory secondary education over three measurement points (i.e., assessing students in 6th, 7th, and 9th grade). Results of latent change modeling indicated overall increases in mean levels for all personality traits from early to middle adolescence. Regarding selection effects, the results indicated that more conscientious, agreeable, extraverted, open, and emotionally stable sixth graders were more likely to transit into an academic rather than a non-academic secondary school track. Moreover, the results showed that these initial differences in personality traits seemed to diminish between 6th and 9th grade for all personality traits. Additionally, controlling for selection effects, a contextual effect was discernible for conscientiousness. This study highlighted the potential role of differential learning environments for modifying changes in personality traits during adolescence.
青春期的人格发展:考察差异学习环境中的五大特质轨迹
这项研究解决了两个问题:从青春期早期到青春期中期,五大特征会发生变化吗?发展轨迹在不同的教育环境(即中学轨道)之间有何不同?我们使用了来自德国的代表性随机样本,以下是六年级学生(T1, N = 1662;年龄:M = 11.68;Sd = 0.63;女性= 47.4%;从N = 87所小学)到义务中等教育结束,通过三个测量点(即评估六年级,七年级和九年级的学生)。潜在变化模型的结果表明,从青春期早期到青春期中期,所有人格特征的平均水平总体上升。关于选择效应,结果表明,更认真、随和、外向、开放和情绪稳定的六年级学生更有可能进入学术而不是非学术的中学轨道。此外,结果显示,这些最初的人格特征差异似乎在六年级到九年级之间所有的人格特征上都消失了。此外,在控制选择效应的情况下,环境效应对责任心的影响是明显的。本研究强调了不同学习环境对青少年人格特征变化的潜在影响。
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来源期刊
European Journal of Personality
European Journal of Personality PSYCHOLOGY, SOCIAL-
CiteScore
11.90
自引率
8.50%
发文量
48
期刊介绍: It is intended that the journal reflects all areas of current personality psychology. The Journal emphasizes (1) human individuality as manifested in cognitive processes, emotional and motivational functioning, and their physiological and genetic underpinnings, and personal ways of interacting with the environment, (2) individual differences in personality structure and dynamics, (3) studies of intelligence and interindividual differences in cognitive functioning, and (4) development of personality differences as revealed by cross-sectional and longitudinal studies.
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