A Preliminary Validation of Preadolescents' Self-Reports Using the Five-Factor Model of Personality

Markey, Patrick M.; Markey, Charlotte N.; Tinsley, Barbara J.; Ericksen, Andrea

doi:10.1006/jrpe.2001.2341

Cited by 47 publications

(54 citation statements)

References 26 publications

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“…These results, and a quantity of other data, accompanied by our own observations, make it very unlikely that children younger than 12 years of age and scoring, say, less than 38 points on the SPM do not already have a personality structure or that it is very dissimilar to the adult structure. Existing data clearly indicate that the personality structure in early adolescence resembles that of adults in all five dimensions, at least when it is estimated by knowledgeable adults (Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003;Markey et al, 2002;Mervielde et al, 1995). Accordingly, it is more likely that the fragility of the self-reported personality structure in 12-year-olds is caused by its introspective inaccessibility due to insufficient cognitive capabilities and verbal skills that are prevalent in this age group.…”

Section: Discussionmentioning

confidence: 99%

Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

et al. 2004

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The Estonian NEO-FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia. Although the mean levels of personality traits of Estonian adolescents were quite similar to the respective scores of Estonian adults, there was a developmental gap in Agreeableness and Conscientiousness. Three of the five personality dispositions demonstrated a modest cross-sectional change in the mean level of the trait scores: the level of Openness increased and the levels of Agreeableness and Conscientiousness decreased between 12 and 18 years of age. Although the five-factor structure of personality was already recognizable in the sample of 12-year-old children, it demonstrated only an approximate congruence with the adult structure, suggesting that not all children of that age have developed abilities required for observing one's own personality dispositions and for giving reliable self-reports on the basis of these observations. The self-reported personality trait structure matures and becomes sufficiently differentiated around age 14-15 and grows to be practically indistinguishable from adult personality by the age of 16. Personality of adolescents becomes more differentiated with age: along with the growth of mental capacities the correlations among the personality traits and intelligence become smaller.

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Section: Discussionmentioning

confidence: 99%

Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

et al. 2004

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“…Consequently, the Adjusted NEO-Five-Factor Inventory (Adjusted NEO-FFI; Markey et al, 2002) was used to assess personality. The 60 item Adjusted NEO-FFI has been developed to measure childrens' personality and correlates with the NEO-Five-Factor Inventory (NEO-FFI; McCrae & Costa, 1989).…”

Section: Methodsmentioning

confidence: 99%

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

Sowden

Clements

Redlich

et al. 2015

Psychology of Aesthetics, Creativity, and the Arts

115

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The benefit of arts education for cultural engagement, wider academic achievement, and as a contributor to the creative economy is a subject of significant debate. In the present work we focus on the potential for simple arts-based improvisation activities to enhance divergent thinking skills and creativity in primary school age children. In a first experiment we compared the effect of children taking part in an improvised vs. non-improvised dance class on their subsequent performance on the Instances Task (Wallach & Kogan, 1965) and on a creative 'toy' design task. In a second experiment children took part in verbal and acting improvisation games or in matched control games before completing figural activity 1 of the Torrance Tests of Creative Thinking (Torrance, 1974). In both experiments we found that children who took part in the improvisation interventions showed better divergent thinking and creativity after the intervention. Our findings suggest that simple, arts-based improvisation interventions could have domain general benefits for creative cognition processes. Further, they indicate one way in which simply making better use of existing arts education provision could provide a cost-effective way to increase creativity relevant skills in primary school children. We consider putative mechanisms for the improvisation effects and specify directions for future work.

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“…So, we administered the adult form to two boys and two girls aged 12 with average intellectual capacity. In order to identify the problematic items, we took into account those items which at least two children pointed out were difficult to understand, as well as the items reported as problematic in the Spanish (Romero et al, 2002) and Flemish (De Fruyt et al, 2000) versions, and studies on younger children (Markey et al, 2002). As a result, 132 items needed a certain degree of modification.…”

Section: Methods the Pilot Js Neo: Participants And Proceduresmentioning

confidence: 99%

Assessing the Five Factors of Personality in Adolescents

et al. 2011

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A Preliminary Validation of Preadolescents' Self-Reports Using the Five-Factor Model of Personality

Cited by 47 publications

References 26 publications

Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

Assessing the Five Factors of Personality in Adolescents

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