“…School is a place where adolescents are confronted with new experiences, developmental tasks, and societal expectations such as to perform well on an academic level or to find their position in a community (Eccles & Roeser, 2011). Although research from the last decade has emphasized the crucial role of personality in school-related outcomes such as academic achievement (Israel et al, 2019; Israel et al, 2021; Poropat, 2009), social belonging (e.g., Harris & Vazire, 2016; Reitz et al, 2014), and well-being (e.g., Butkovic et al, 2012; Evans et al, 2018), most of these studies have been cross-sectional and have thus been limited in their information about the potential longitudinal interplay of personality and school experiences in adolescence. To address this gap, we used four-wave data to investigate the following research question: How are personality and school experiences that are mapped onto the three major domains of achievement, social relationships, and well-being interrelated in adolescence over time?…”