Self- and parent-rated measures of personality are related to different dimensions of school adjustment

Abstract

Links have often been drawn between individual personality differences among children, as captured by the Big Five personality traits, and academic achievement. Published research shows that conscientiousness is the most decisive factor, and its predictive power is greater when it is other-rather than self-assessed. In the current study (N = 161; Mage = 10.79 years), we examined the associations between both forms of personality assessment and two dimensions of school adjustment. Results confirmed that other-assessments are more statistically predictive of academic adjustment, but showed that self-assessments are more statistically predictive of subjective wellbeing at school. Complementary analyses in the form of generalized additive models indicated that the relationship between personality and wellbeing can follow either a linear or a nonlinear pattern, depending on which particular trait is considered. Such results may have practical implications for the choice of assessment method, and theoretical ones for the study of relations between personality and subjective wellbeing at school-an area that is still relatively unexplored. Highlights• Mothers' and children's ratings of personality were modestly correlated • Mothers' ratings were better statistical predictors of academic adjustment • Pupils' ratings were better statistical predictors of subjective school wellbeing • The linearity of the personality-wellbeing relationship varied according to trait Self-and parent-rated measures of personality are related to different dimensions of school adjustment Patrick Perret , Miliana Ayad , BrunoDauvier , Anne Congard 2

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

“…In general, scientific literature shows that academic achievement is related to self-concept (Susperreguy et al, 2018;Wolff et al, 2018;Sewasew and Schroeders, 2019), personality (Perret et al, 2019;Smith-Woolley et al, 2019), and EI (Corcoran et al, 2018;Deighton et al, 2019;Piqueras et al, 2019). Also, that within these construct, academic self-concept (Ferla et al, 2009;Guay et al, 2010;Chen et al, 2013;Marsh et al, 2014), intellect/imagination (Poropat, 2009;Smith-Woolley et al, 2019), and adaptability (MacCann et al, 2011;Szczygieł and Mikolajczak, 2017) correlate significantly with academic achievement.…”

“…A review of the scientific literature has shown that many studies have analyzed the relationship between academic achievement and different psychological constructs such as self-concept (Susperreguy et al, 2018;Wolff et al, 2018;Sewasew and Schroeders, 2019), personality (Janošević and Petrović, 2019;Perret et al, 2019;Smith-Woolley et al, 2019), and emotional intelligence (Corcoran et al, 2018;Deighton et al, 2019;Piqueras et al, 2019). In this work, these psychological constructs are analyzed together with primary school children by gender and cultural group.…”

Revisão Sistemática de Instrumentos de Personalidade usando o Big-Five em Crianças

“…Uma possível desvantagem associada ao heterorrelato, por outro lado, está relacionada à concordância entre avaliadores, procedimento utilizado para levantar evidências de validade da avaliação, uma vez que se assume que se a criança (ou sujeito) avaliada é a mesma, diferentes respondentes deverão emitir respostas semelhantes. No entanto, alguns estudos indicam que a concordância entre avaliadores sobre a mesma criança tende a ser apenas fraca ou moderada ( Perret et al, 2019) e isso se repete também em avaliações de alguns traços em adultos ( Mõttus et al, 2019). Esse padrão, entretanto, é esperado de acordo com a visibilidade e desejabilidade social dos traços (Vazire, 2010).…”

Practices of Supportive Church Children's Ministries: An Exploratory Multilevel Investigation of Church of the Nazarene Congregations in the United States

“…Similarly, Crosby et al (2015) suggest that children's challenging personalities or other idiosyncratic characteristics, for example being described as “weird” or “annoying” (p. 103), may prevent them from feeling a sense of belonging in the church community. Conversely, the personality trait of agreeableness (i.e., exhibiting tender-mindedness, trust, compliance, and altruism; Costa and McCrae 1992) fosters social support because agreeable children are easier for adults and peers to get along with, they follow the rules, and they have a more optimistic perspective on their relationships (Baranczuk 2019; Laceulle and van Aken 2018; Perret et al 2019; Wills and Shinar 2000). Meanwhile, children low in agreeableness exhibit behavior problems that make them difficult to get along with (e.g., social problems, conduct problems, attention deficits; Ehrler and Evans 1999), thus undermining social relationships.…”