Gender differences in the Big Five personality development: A longitudinal investigation from late adolescence to emerging adulthood

Vecchione, Michele; Alessandri, Guido; Barbaranelli, Claudio; Caprara, G. V.

doi:10.1016/j.paid.2012.05.033

Cited by 66 publications

(69 citation statements)

References 22 publications

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“…Interestingly, gender differences in personality have been reported across several large-scale studies (e.g. Costa, Terracciano, & McCrae, 2001;Del Giudice, Booth, & Irwing, 2012;Klimstra, Crocetti, Hale, Fermani, & Meeus, 2011;Klimstra, Hale, Raaijmakers, Branje, & Meeus, 2009;Soto, John, Gosling, & Potter, 2011;Vecchione, Alessandri, Barbaranelli, & Caprara, 2012). For example, among a large sample of college students, Costa et al 2001 noted that females reported higher self-discipline and dutifulness.…”

Section: Discussionmentioning

confidence: 96%

“…For example, among a large sample of college students, Costa et al 2001 noted that females reported higher self-discipline and dutifulness. More recently, Vecchione et al (2012) demonstrated that at age 16, girls scored higher on conscientiousness. Klimstra et al (2009), Klimstra et al (2011) and Soto et al (2011) have also found that during adolescence, girls report higher levels of conscientiousness; however, it should be noted that gender differences in conscientiousness are typically narrower than gender differences in other personality traits, such as neuroticism.…”

Section: Discussionmentioning

confidence: 99%

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Gender differences in adolescents’ academic motivation and classroom behaviour

Bugler

McGeown

Clair-Thompson

2013

Educational Psychology

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The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11-16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys' reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys' motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls' motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents' classroom behaviour.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Gender differences in adolescents’ academic motivation and classroom behaviour

Bugler

McGeown

Clair-Thompson

2013

Educational Psychology

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“…Especially for agreeableness, conscientiousness, and emotional stability clear gender differences emerge in late adolescence and emerging adulthood. Specifically, boys display higher levels of emotional stability and lower levels of agreeableness and conscientiousness when compared to girls Soto, et al, 2011;Vecchione et al, 2012). In contrast, evidence for gender differences in extraversion and openness is inconsistent.…”

Section: Personality In Adolescence and Emerging Adulthoodmentioning

confidence: 95%

“…Gender differences in youth personality have also been documented (Klimstra, Hale, Raaijmakers, Branje, & Meeus, 2009;Soto et al, 2011;Vecchione, Alessandri, Barbaranelli, & Caprara, 2012). Especially for agreeableness, conscientiousness, and emotional stability clear gender differences emerge in late adolescence and emerging adulthood.…”

Section: Personality In Adolescence and Emerging Adulthoodmentioning

confidence: 97%

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Crocetti¹,

Klimstra²,

Hale³

et al. 2016

SIIW

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This study was aimed at unraveling associations between Big Five personality traits and anxiety symptoms of panic, generalized anxiety disorder, school phobia, separation anxiety, and social phobia in male and female adolescents and emerging adults from the general population. Participants were 3,758 (54.6% females) adolescents and emerging adults aged between 11 and 26 years. They completed the shortened Big Five questionnaire and the Screen for Child Anxiety Related Emotional Disorders. Results indicated that the associations between Big Five and anxiety symptoms were consistent across gender and age groups. Most of the associations were statistically significant with the strongest links found between extraversion and symptoms of social phobia; conscientiousness and symptoms of school anxiety; and emotional stability and symptoms of panic, separation, generalized, and school anxiety. All these associations were negative, suggesting that higher levels of these personality traits were related to lower levels of anxiety symptoms.

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“…Estudios previos han encontrado que existen diferencias significativas entre hombres y mujeres en cuanto a niveles de estabilidad emocional (Booth & Irwin, 2011;Rossier, Quartier, Enescu, & Iselin, 2007;Vecchione, Alessandri, Barbaranelli, & Caprara, 2012). Sin embargo, hasta la fecha no se han tenido en cuenta las dimensiones de estabilidad emocional que se plantean desde la teoría de la autoorganización.…”

Section: Introductionunclassified

Analysis of emotional stability characteristics in men and women

Gracia¹,

Vidal-Sellés²,

Martínez‐Tur³

2016

Psychologica

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Análisis de las características de estabilidad emocional en hombres y mujeres Autor(es):Gracia, Esther; Vidal-Sellés, Naiara; Martínez-Tur, Vicente Analysis of emotional stability characteristics in men and women AbstractLiterature points out that emotional stability, as a personality trait, affects human behaviour. This emotional stability is composed of two dimensions: The emotional disorder threshold (the easiness to experiment altered emotional states) and the emotional resilience (the ability to bounce back from negative emotional experiences to restore a stable system). The aim of this study is to test the differences between men and women in emotional stability taking into account both dimensions of emotional stability. A total 134 university students (range of age between 18 and 40 years old) participated in the study. Results showed that women have both a lower emotional disorder threshold to experience negative emotions and a lower emotional resilience than men. These results encourage continuing doing research in this line to get a better understanding of human behaviour.Keywords: emotional stability; evolutionary theory; social role theory, men and women

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Gender differences in the Big Five personality development: A longitudinal investigation from late adolescence to emerging adulthood

Cited by 66 publications

References 22 publications

Gender differences in adolescents’ academic motivation and classroom behaviour

Gender differences in adolescents’ academic motivation and classroom behaviour

Untitled

Analysis of emotional stability characteristics in men and women

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