心理学
人格
尽责
发展心理学
五大性格特征
纵向研究
背景(考古学)
个性发展
面(心理学)
社会心理学
德国的
二元分析
外向与内向
生物
历史
统计
古生物学
考古
数学
作者
Anne Israel,Naemi D. Brandt,Marion Spengler,Richard Göllner,Oliver Lüdtke,Ulrich Trautwein,Jenny Wagner
标识
DOI:10.1177/08902070211062326
摘要
The school environment is one key developmental context that is assumed to shape individual characteristics during adolescence. However, little is known about which school experiences are central to personality change or whether school experiences and personality co-shape each other over time. We address this gap by examining the longitudinal interplay between seven school experiences in the three domains of achievement, social relationships, and well-being, and the Big Five personality traits at four measurement points from fifth to eighth grade. By using data from the German TRAIN study ( N = 3,473, M ageT1 = 11.1 years, 45% female), we estimated bivariate latent growth curve models and cross-lagged panel models to illustrate this longitudinal interplay. Results demonstrated correlated change between school experiences and personality with differentiated patterns for achievement variables and a general longitudinal interplay with the social relationship and well-being variables. Furthermore, we found cross-lagged effects in both directions, although there were more effects of personality on school experiences. The most consistent predictor of school experiences was conscientiousness, whereas well-being in school in particular was related to personality change 1 year later. We integrate our findings into the current picture of personality development in adolescence and the role of school-related environmental factors.
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