和蔼可亲
尽责
心理学
五大性格特征
人格
神经质
五大集团的层级结构
社会心理学
发展心理学
身份(音乐)
五大人格特质与文化
外向与内向
声学
物理
作者
Kai Hatano,Shogo Hihara,Kazumi Sugimura,Elisabetta Crocetti
摘要
In adolescence, personality traits and educational identity processes are interwoven. Previous studies have shown that personality traits predict healthy identity commitment and exploration in education. However, the direction of associations between personality traits and an identity process that searches for another identity option (i.e., reconsideration of commitment) is unclear. Furthermore, there is a lack of prospective studies regarding the direction of the association between personality traits and the educational identity process using within-person methods. Therefore, this study examined the direction of these associations.Participants of this four-wave longitudinal study comprised 618 Japanese 13-year-old adolescents (53.3% girls). This study involved a 1-year-interval assessment.Cross-lagged panel models (CLPM) indicated that four personality traits (neuroticism, agreeableness, and conscientiousness) predicted three educational identity processes, while reconsideration of commitment predicted two personality traits (i.e., neuroticism and conscientiousness). Random intercept cross-lagged panel models (RI-CLPM) indicated that agreeableness predicted healthy commitment, while commitment predicted agreeableness at within-person level.The findings from CLPM suggest that reconsideration of commitment is a significant factor to predict healthy (i.e., conscientiousness) and unhealthy (i.e., neuroticism) personality traits in individual differences. Furthermore, the findings from RI-CLPM suggest that agreeableness may be a key trait in promoting healthy educational identity commitment. Theoretical and practical implications of these findings are discussed.
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