Self–other personality agreement and internalizing problems in adolescence

Abstract

Objective Achieving a clear self‐view is a lifelong task that is particularly salient during adolescence. Theory and research suggest that close others’ perceptions of individuals’ personality may influence the formation and maintenance of coherent self‐views. The degree to which adolescents develop a stable and coherent self‐view, in turn, may have perennial influences on their mental health and well‐being. This 1‐year longitudinal study investigated the associations between the agreement of self‐ and other‐rated Big Five personality traits and internalizing problems in adolescence. Method Participants were 570 Dutch adolescents (51% girls), their mothers, friends, and siblings. We examined the cross‐sectional and longitudinal associations between self–other personality agreement and internalizing problems using polynomial regression analyses and response surface analyses. Results Results indicated strong main effects of self‐ and other‐rated personality traits on internalizing problems but provided little evidence for longitudinal associations between self–other personality agreement and internalizing problems. Conclusion Our results cast doubt on the generalizability of the beneficial effects of self–other agreement documented in the adult literature to adolescents but highlight the importance of self‐ and other‐rated personality in youth's mental health development. Discussion focuses on the theoretical implications and recommendations for future investigations of self–other agreement.

The Influence of Actual Appraisals of Peers on the Self-Appraisals of Personality Traits for Chinese Late Adolescents: The Mediating Effect of Reflected Appraisals

“…On the one hand, Chinese culture attached great importance to interpersonal relationship (Zhu and Han, 2008), and Chinese people had interdependent selves. On the other hand, with the growth of the individuals, peers have become increasingly important (Borghuis et al, 2017;Luan and Bleidorn, 2019), so individuals are sensitive to the feedback of peers (Pfeifer and Peake, 2012). Moreover, the participants in this study are in late adolescence, and their selfconcepts are not stable (Veroude et al, 2014).…”

“…If the other is regarded as the relevant, important, valuable, expected, and a member of the group by the individual, the perception of appraisals of another person is more likely to be internalized into the self-concept (Cast et al, 1999;Sinclair et al, 2005;Srivastava, 2012;Wallace and Tice, 2012). On the one hand, at the stage of adolescence, individuals are strongly influenced by peers (Borghuis et al, 2017;Luan and Bleidorn, 2019;Crone and Fuligni, 2020); they spend significantly less time on their parents, but significantly more time on their peers (Jankowski et al, 2014); they are more sensitive to the acceptance or rejection of information by peers (Pfeifer and Peake, 2012), especially of their friends or lovers (Yue et al, 2012(Yue et al, , 2020. On the other hand, adolescents have not yet fully formed a stable self-view (Erikson, 1963), and even in the late adolescence (i.e., 18-24 years old), their main feature is also to explore their identity (Veroude et al, 2014).…”

Self-, other-, and meta-perceptions of personality: Relations with burnout symptoms and eudaimonic workplace well-being

“…The full polynomial equation is [ 53 ]: Z = b0 + b1X + b2Y + b3X 2 + b4XY + b5Y 2 + e . In line with Luan and Bleidorn [ 2 ], each type of (dis)agreement for each HEXACO personality factor was modeled separately.…”

“…Third, again in line with Luan and Bleidorn [ 2 ], for each type of (dis)agreement (i.e., self-other, self-meta and meta-other) and for each HEXACO personality factor, we compared three models using the Akaike Information Criterion (AIC) to avoid overfitting the data. Model 1 controlled for age and gender.…”

Person-environment fit in the context of sports and its association with subjective well-being

“…Polynomial regression analysis with subsequent response surface analysis allows testing congruence hypotheses while additionally investigating the main effects of the two variables on the outcome variable (Edwards, 1994;Humberg et al, 2019;Schönbrodt et al, 2018;Shanock et al, 2010). It has recently been successfully applied to test congruence hypotheses in several different contexts and with regard to diverse research questions (e.g., Bleidorn et al, 2016;Denissen et al, 2018;Du et al, 2019;Gilbreath et al, 2011;Luan & Bleidorn, 2020;Smith & DeNunzio, 2020;Yang et al, 2008).…”