Abstract Aim Personality traits and cognitive ability are well‐established predictors of academic performance. Yet, how consistent generalizable the associations between personality, ability, performance? Building on theoretical arguments that trait–performance relations should vary depending demands opportunities for trait expression in learning environment, we investigated whether personality (Big Five) (fluid intelligence) with performance (grades tests scores) across school subjects...

Abstract. Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested comparability of measurement Big Five personality traits adulthood, generalizability to childhood largely unknown. The present study investigated structure assessed with Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) broad age range spanning 11–84 years. We used two samples N 1,090 children (52% female, M 11.87) and 18,789 adults (53%...

The school environment is one key developmental context that assumed to shape individual characteristics during adolescence. However, little known about which experiences are central personality change or whether and co-shape each other over time. We address this gap by examining the longitudinal interplay between seven in three domains of achievement, social relationships, well-being, Big Five traits at four measurement points from fifth eighth grade. By using data German TRAIN study ( N =...

Society and developmental theory generally assume that there are wide generational differences in personality. Yet evidence showing historical change the levels of adult Big Five traits is scarce particularly so for change. We tracked trajectories personality 4,732 participants (age: M = 52.93 years, SD 16.69; 53% female) from Seattle Longitudinal Study (born 1883–1976) across 50 years. Multilevel models revealed personality: At age 56, later-born cohorts exhibited lower maturity-related...

Abstract Objective This study examined associations between the five‐factor personality traits and indicators of academic achievement (grades test scores). A particular aim was to investigate whether personality‐achievement differ primary secondary educational contexts these differences vary differential learning environments, that is versus nonacademic schools. Method We used two representative random samples from Germany: N = 3,658 6th graders in their last year school 2,129 9th attending...

ABSTRACT Introduction How does a student's personality development relate to the of their classmates? The school class builds pertinent comparison group during adolescence that has been identified as critical factor in students' abilities and self‐perceptions. This study empirically tests impact classroom composition on changes adolescents' Big Five traits. We hypothesized positive associations between class‐level openness conscientiousness individual these traits given role academic...

In Western societies, singlehood has become increasingly normative over historical time. But whether singles are more satisfied nowadays remains unclear. this preregistered cohort-sequential study, we analyzed data from 2,936 German participants ( M = 21.01 years, SD 7.60 years) different birth cohorts. Singlehood satisfaction and life were reported annually at two time periods (2008-2011 2018-2021). This design allowed us to compare earlier-born later-born during adolescence (14-20 years),...

The Spielberger State Trait Anxiety Inventory (STAI) is the most cited measure of state and trait anxiety, routinely employed in a variety research clinical contexts. Here, we investigate temporal stability as well convergent discriminant validity German version STAI-T scale across multiple time points two independent samples (105 120 Caucasians). We observed stabilities .42 - .67 for intervals between 20 41 months from .81 .87 five to 12 months, with decreasing interval increased. Temporal...

The Spielberger State Trait Anxiety Inventory (STAI) is the most cited measure of state and trait anxiety, routinely employed in a variety research clinical contexts. Here, we investigate temporal stability as well convergent discriminant validity German version STAI-T scale across multiple time points two independent samples (105 120 Caucasians). We observed stabilities .42 - .67 for intervals between 20 41 months from .81 .87 five to 12 months, with decreasing interval increased. Temporal...

The Spielberger State Trait Anxiety Inventory (STAI) is the most cited measure of state and trait anxiety, routinely employed in a variety research clinical contexts. Here, we investigate temporal stability as well convergent discriminant validity German version STAI-T scale across multiple time points two independent samples (105 120 Caucasians). We observed stabilities .42 - .67 for intervals between 20 41 months from .81 .87 five to 12 months, with decreasing interval increased. Temporal...

Personality traits are well-known predictors of academic success across all levels education. However, whether school provides an environment to cultivate and promote personality is largely unknown. Theories about development give reasons assume that enduring experiences at could lead prolonged changes. We therefore studied the dynamic interplay impulse control-an important predictor for educational life outcomes-and perceptions school-related both in terms selection socialization effects....

Adults’ ratings of children’s personality have been found to be more closely associated with academic performance than self-reports. However, less is known about the relevance unique perspectives held by specific adult observers such as teachers and parents for explaining variance in performance. In this study, we applied bifactor (S–1) models 1411 elementary school children investigate relative merits teacher parent personalities above beyond We examined these associations using...

Accumulated evidence indicates both stable and malleable parts of inter-individual differences in the broad Big Five domains. Less is known, however, about stability change at more diversified facet level. With current study, we fill this gap by investigating personality across midlife old age.We apply local structural equation measurement models second-order growth curve to four waves data obtained with full NEO Personality Inventory (NEO-PI-R) collected over 11 years from 1667 adults (Mage...

Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive achievement themselves unevenly distributed disfavor disadvantaged students. Our paper contributes debate. Analyzing representative, large-scale data 9,300 ninth graders...

When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people’s success: how people act (personality) and what motivates them this way (motivation). However, little is known about whether personality motivation change together their possible dynamic interplay predicts success. We investigated the roles that changes expectancy beliefs played explaining occupational success 4121 participants assessed after high school ( M age = 22.80, SD 0.70; 63%...

Research over the past 2 decades has repeatedly shown that evaluation of one's own worth-trait self-esteem-is closely linked to quality social relationships and perceptions inclusion. However, there is limited evidence on dynamics between momentary self-esteem inclusion in everyday life, as well their possible long-term (bottom-up) effects development trait self-esteem. We addressed this research gap using longitudinal data from a German multimethodological study (

Adolescence is a formative life phase for the development of personality characteristics. Although past findings suggest Big Five traits alongside self-esteem as indicators successful development, little known about their longitudinal interplay. We addressed this research gap by integrating data from three studies (N

Although psychosocial functioning and personality are indisputably interrelated in adulthood, much less is known about these associations early adolescence. Accordingly, the goal of current study was twofold. First, we investigated between adolescents’ three broad indicators functioning: academic achievement, social relationships, adjustment. Second, tested differential effects by comparing across different cohorts (Grades 5, 7, 9) two raters personality: self- parent reports. Our sample...

Fluid intelligence and conscientiousness are important predictors of students' academic performance competence gains. Although their individual contributions have been widely acknowledged, less is known about potential interplay. Do students profit disproportionately from being both smart conscientious? We addressed this question using longitudinal data two large student samples the German National Educational Panel Study. In first sample, we analyzed reading mathematics competencies 3778...

Abstract Self-esteem and social relationships have been recognized as key socio-emotional predictors of diverse life-outcomes in adolescence beyond. Despite such recognitions, fairly little is known about their longitudinal interplay with academic variables thus, to what degree educational outcomes are interrelated these dynamics during adolescence. Whereas the between self-esteem already well documented developmental personality psychological research, goal current paper extend this...

The Spielberger State Trait Anxiety Inventory (STAI) is the most cited measure of general trait negative affect and employed in a wide variety research contexts. Although STAI scale (STAI-T) assumed to assess trait-like characteristic, little known about its long-term temporal stability. Here, we investigate stability German version STAI-T across multiple measurement time points spanning 5 months 3.5 years two independent samples (105 female Caucasians 120 mixed sex Caucasians). We replicate...

Abstract In the global COVID-19 pandemic, adolescents are regarded as especially burdened due to school closures and leisure activities being banned, often reducing peer contacts zero. Experiencing restrictions while uninvolved in decision-making processes left them with little control over their daily lives. Meanwhile, research highlights that optimism can act a buffer against impact of hassles is considered an important resource for mental health. To understand implications pandemic...

Abstract Striving towards perfection is an important concept of study, given its heterogenous associations with both positive and negative outcomes. To address this matter, recent work has emphasized the need to differentiate between striving (perfectionism) excellence (excellencism). However, applicability differentiation in adolescence remains largely unexplored, despite life phase being particularly sensitive for development perfectionism. better understand adolescence, we examined...

Research over the past two decades has repeatedly shown that evaluation of one’s own worth—trait self-esteem—is closely linked to quality social relationships and perceptions inclusion. However, there is limited evidence on dynamics between momentary self-esteem inclusion in everyday life, as well their possible long-term (bottom-up) effects development trait self-esteem. We addressed this research gap using longitudinal data from a German multi-methodological study (N = 324) which N 235...