Childhood Personality Foreshadows Adult Personality and Life Outcomes Two Decades Later

Shiner, Rebecca L.; Masten, Ann S.; Roberts, J. M.

doi:10.1111/1467-6494.7106010

Cited by 227 publications

(126 citation statements)

References 56 publications

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“…Grit, a trait describing one's degree of sustained effort toward long-term pursuits, is also associated with measures of academic success, including undergraduate GPA and National Spelling Bee ranking (Duckworth, Peterson, Matthews, & Kelly, 2007); grit is strongly associated with conscientiousness (Credé, Tynan, & Harms, 2016). These findings, amongst others (Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007;Shiner, Masten, & Roberts, 2004), suggest that it is critical not to overlook the role of individual differences in considering the likelihood of successfully reaching a goal.…”

Section: Background: Two Streams Of Goal Pursuit Researchmentioning

confidence: 97%

Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement

Ludwig

Srivastava

Berkman

2018

Collabra: Psychology

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Goal pursuit outcomes are partly caused by the way people think about goals. Specific patterns of thought can increase the likelihood of goal achievement, such as generating heuristics to automate goalrelated decision making, orienting present-moment attention to the future to increase the salience of a distal goal, and contrasting the anticipated enjoyment of an achieved goal with the progress required to complete it. However, it is unknown whether there are stable individual differences in the tendency to deploy particular meta-cognitions during goal pursuit. A tool to assess such differences would help to identify and intervene on personal barriers to goal progress. Here, we define a new construct within the conscientiousness domain-planfulness-that captures a person's proclivity to adopt efficient goal-related cognition in pursuit of their goals. We hypothesize that planfulness consists of three interrelated facets representing distinct mental processes, temporal orientation (TO), cognitive strategies (CS), and mental flexibility (MF), and that planfulness predicts goal achievement on an individual basis. We developed a 30-item Planfulness Scale with three subscales tested and refined across 5 studies and 10 samples (total unique N = 4,318) using iterative exploratory and confirmatory factor analysis on data collected from both student and on-line samples. The Planfulness Scale demonstrated both convergent and discriminant validity when compared to other measurements, and scale scores predicted goal progress in a longitudinal study. We find that planfulness is a useful new construct for self-regulation research, and the 30-item Planfulness Scale to be a valid and reliable measurement of real-world goal achievement.

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Section: Background: Two Streams Of Goal Pursuit Researchmentioning

confidence: 97%

Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement

Ludwig

Srivastava

Berkman

2018

Collabra: Psychology

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“…In contrast to the reported negligible relationship between conscientiousness and general ability (Ackerman & Heggestad, 1997), conscientiousness has been consistently found to predict academic achievement from childhood to adulthood (Chamorro-Premuzic & Furnham, 2003;De Fruyt & Mervielde, 1996;Shiner, Masten, & Roberts, 2003). For example, in the Project Competence longitudinal study, the trait of academic conscientiousness (i.e., a contextualized measure) measured in school children was observed to be a strong predictor of academic achievement at age 20 and eventual academic attainment at age 30 (Shiner & Masten, 2002).…”

mentioning

confidence: 95%

Student conscientiousness, self‐regulated learning, and science achievement: An explorative field study

Eilam

Zeidner

Aharon

2009

Psychology in the Schools

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This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquirybased ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. C 2009 Wiley Periodicals, Inc.

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“…adulthood, such as interpersonal relations, psychopathology, occupational attainment, and crime (Caspi, 2000;Caspi, Elder, & Bem, 1987;Caspi & Silva, 1995;Shiner, Masten, & Roberts, 2003). This substantial degree of continuity has been explained by formative early experiences (e.g., attachment), stable genetic influences, and stable environments (Fraley & Roberts, 2005).…”

mentioning

confidence: 99%

Childhood Personality Predicts Long‐Term Trajectories of Shyness and Aggressiveness in the Context of Demographic Transitions in Emerging Adulthood

Dennissen

Asendorpf

Aken

2007

Journal of Personality

105

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In a 19-year longitudinal study, childhood personality characteristics (assessed by teachers at ages 4 to 6) were significantly related to both initial levels and changes in parental judgments of shyness and aggressiveness. Long-term stability was demonstrated by the fact that overcontrollers had consistently higher scores in shyness and undercontrollers in aggressiveness. However, undercontrollers' shyness and overcontrollers' aggressiveness changed over time from a low to a high level. Also, both types assumed adult social roles, such as leaving the parental home, establishing a first romantic relationship, and getting a part-time job, at a later time than the resilient participants. A mediation analysis indicated that under-and overcontrollers' increasing aggressiveness between age 17 and 23 was due to their longer latency of getting a part-time job. Together, results demonstrate the importance of considering person-environment transactions in explaining both change and stability in personality between childhood and adulthood.Findings from a number of longitudinal studies have shown that childhood personality predicts important life outcomes in Correspondence concerning this article may be sent to: Jaap Denissen,

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Childhood Personality Foreshadows Adult Personality and Life Outcomes Two Decades Later

Cited by 227 publications

References 56 publications

Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement

Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement

Student conscientiousness, self‐regulated learning, and science achievement: An explorative field study

Childhood Personality Predicts Long‐Term Trajectories of Shyness and Aggressiveness in the Context of Demographic Transitions in Emerging Adulthood

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