The Hierarchical Structure of Childhood Personality in Five Countries: Continuity From Early Childhood to Early Adolescence

Abstract

Childhood personality is a rapidly growing area of investigation within individual differences research. One understudied topic is the universality of the hierarchical structure of childhood personality. In the present investigation, parents rated the personality characteristics of 3,751 children from 5 countries and 4 age groups. The hierarchical structure of childhood personality was examined for 1-, 2-, 3-, 4-, and 5-factor models across country (Canada, China, Greece, Russia, and the United States) and age group (3-5, 6-8, 9-11, and 12-14 years of age). Many similarities were noted across both country and age. The Five-Factor Model was salient beginning in early childhood (ages 3-5). Deviations across groups and from adult findings are noted, including the prominent role of antagonism in childhood personality and the high covariation between Conscientiousness and intellect. Future directions, including the need for more explicit attempts to merge temperament and personality models, are discussed.

Social status and its link with personality dimensions, trait emotional intelligence, and scholastic achievement in children and early adolescents

“…Particularly, consistent with prior research on adolescent's peer-acceptance (Anderson et al, 2001;Mervielde & De Fruyt, 2000;van der Linden et al, 2010), the negative effects of Emotional Instability emerged over actual peer acceptance, but not over rejection, in both age groups. Because children high in Emotional Instability are characterized as being more tensed and anxious, such results point out once again that high level of this personality dimension can be considered a risk factor for school maladjustment.…”

“…Among these, those focusing on school-age samples have generally taken into consideration the positive pole of social status, which is represented by indices of acceptance (or likability) and popularity. Such investigations consistently suggest that peer social acceptance positively relates mainly to two dimensions, namely Extraversion and, to a less extent, Agreeableness (Jensen-Campbell et al, 2002;Lubbers, van der Werf, Kuyper, & Offringa, 2006;Mervielde & De Fruyt, 2000;van der Linden et al, 2010;Wolters, Knoors, Cillessen, & Verhoeven, 2013). Moreover, research on adolescent's peer-acceptance showed the negative effects of Emotional Instability over actual peer acceptance (Anderson et al, 2001;Mervielde & De Fruyt, 2000;van der Linden et al, 2010).…”

“…On the contrary, few studies have investigated the relationship between the Big Five dimensions and social status (e.g., Anderson, John, Keltner, & Kring, 2001;Scholte, van Aken, & van Lieshout, 1997;van der Linden, Scholte, Cillessen, Nijenhuis, & Segers, 2010). Among these, those focusing on school-age samples have generally taken into consideration the positive pole of social status, which is represented by indices of acceptance (or likability) and popularity.…”

“…Despite few exceptions (e.g., Block, 2010), there is a general growing consensus that the Big Five dimensions account for cross-culturally valid, coherent, and stable personality self-perceptions not only in adults, but also in children and early adolescents (Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003;Barbaranelli, Fida, Paciello, Giunta, & Caprara, 2008;Caspi & Shiner, 2006;del Barrio, Carrasco, & Holgado, 2006;Measelle, John, Ablow, Cowan, & Cowan, 2005;Tackett et al, 2012). In addition, research has demonstrated the crucial role of the Big Five over many important outcomes, including scholastic achievement (Poropat, 2009) and the development of social relationships (Asendorpf & Denissen, 2006).…”

Personality Disorder in Childhood and Adolescence comes of Age: a Review of the Current Evidence and Prospects for Future Research

“…Research has convincingly demonstrated that normal and abnormal personality are part of the same spectrum, and display a similar higher-order factor structure across age groups (22,(82)(83)(84)(85)(86)(87). However, Western folk psychology generally views children and adolescents as having personalities that are unstable or "under construction" whereas adult personalities are perceived as relatively unchanging (51,88).…”