The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators

Israel, Anne; Lüdtke, Oliver; Wagner, Jenny

doi:10.1016/j.lindif.2019.03.001

Cited by 27 publications

(56 citation statements)

References 78 publications

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“…Personality traits also play a major role in predicting people's educational, occupational, and interpersonal outcomes. For example, conscientiousness and openness predict academic achievement in both high school and college contexts, independent of cognitive ability (Israel, Lüdtke, & Wagner, 2019; Noftle & Robins, 2007; Spengler, Brunner, Martin, & Lüdtke, 2016). Traits are reliable predictors of work outcomes, including occupational choice (Denissen, Ulferts, Lüdtke, Muck, & Gerstorf, 2014), job performance (Dudley, Orvis, Lebiecki, & Cortina, 2006), leadership (Judge, Bono, Ilies, & Gerhardt, 2002), income (Denissen et al, 2018), and occupational attainment (Roberts et al, 2007).…”

Section: Why Should We Care About Personality Change?mentioning

confidence: 99%

“…For example, romantic relationship experiences—and the first romance in particular—have been associated with increases in levels of desirable traits such as emotional stability, self–esteem, and conscientiousness (Lehnart, Neyer, & Eccles, 2010; Luciano & Orth, 2017; Neyer & Asendorpf, 2001; Wagner et al, 2015). Similarly, certain work–related experiences foster personality maturation as indicated by increases in emotional stability, agreeableness, and conscientiousness (Bleidorn et al, 2013; Hudson, Roberts, & Lodi–Smith, 2012). Finally, health–related experiences appear to be particularly relevant for personality trait changes in late adulthood (Kornadt, Hagemeyer, Neyer, & Kandler, 2018; Mueller, Wagner, Smith, Voelkle, & Gerstorf, 2018; Wagner et al, 2016).…”

Section: Sources Of Personality Changementioning

confidence: 99%

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Longitudinal Experience–Wide Association Studies—A Framework for Studying Personality Change

et al. 2020

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The importance of personality for predicting life outcomes in the domains of love, work, and health is well established, as is evidence that personality traits, while relatively stable, can change. However, little is known about the sources and processes that drive changes in personality traits and how such changes might impact important life outcomes. In this paper, we make the case that the research paradigms and methodological approaches commonly used in personality psychology need to be revised to advance our understanding of the sources and processes of personality change. We propose Longitudinal Experience‐Wide Association Studies as a framework for studying personality change that can address the limitations of current methods, and we discuss strategies for overcoming some of the challenges associated with Longitudinal Experience‐Wide Association Studies. © 2020 European Association of Personality Psychology

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Section: Why Should We Care About Personality Change?mentioning

confidence: 99%

Section: Sources Of Personality Changementioning

confidence: 99%

Longitudinal Experience–Wide Association Studies—A Framework for Studying Personality Change

et al. 2020

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Section: Why Should We Care About Personality Change?mentioning

confidence: 99%

Longitudinal Experience-Wide Association Studies (LEWAS) – A Framework for Studying Personality Change

Bleidorn¹,

Hopwood²,

Back³

et al. 2020

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The importance of personality for predicting life outcomes in the domains of love, work, and health is well established, as is evidence that personality traits, while relatively stable, can change. However, little is known about the sources and processes that drive changes in personality traits, and how such changes might impact important life outcomes. In this paper, we make the case that the research paradigms and methodological approaches commonly used in personality psychology need to be revised to advance our understanding of the sources and processes of personality change. We propose Longitudinal Experience-Wide Association Studies (LEWAS) as a framework for studying personality change that can address the limitations of current methods, and discuss strategies for overcoming some of the challenges associated with LEWAS.

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“…To begin with, as is the case with all cross-sectional studies, we cannot draw any conclusions about the directions or causality of effects (see Morgan & Winship, 2015). Although first longitudinal empirical evidence indicates that psychosocial functioning can also explain personality change in adolescence (Brandt et al, 2019;Israel et al, 2019), these studies also point to larger effect sizes of personality on performance indicators or social relationships (as aspects of psychosocial functioning) than vice versa. This is in line with other longitudinal studies in adulthood (e.g.…”

Section: Limitations and Outlookmentioning

confidence: 95%

“…Similarly, mixed findings, ranging from slightly positive to slightly negative, have emerged for extraversion (Israel et al, 2019;Laidra et al, 2007;Lechner et al, 2017). Despite this evidence in middle and late adolescence (including 14-20-year-olds), there is initial empirical evidence that personality-achievement associations differ in early adolescence (Israel et al, 2019;Laidra et al, 2007). In contrast to middle and late adolescence, findings indicate that all Big Five personality traits seem to be relevant for achievement.…”

Section: Personality and Achievementmentioning

confidence: 96%

Personality and psychosocial functioning in early adolescence: Age-differential associations from the self- and parent perspective

et al. 2021

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Although psychosocial functioning and personality are indisputably interrelated in adulthood, much less is known about these associations in early adolescence. Accordingly, the goal of the current study was twofold. First, we investigated associations between adolescents’ personality and three broad indicators of psychosocial functioning: academic achievement, social relationships, and psychosocial adjustment. Second, we tested differential effects by comparing these associations across three different cohorts (Grades 5, 7, and 9) and across two raters of adolescents’ personality: self- and parent reports. Our sample consisted of N = 2667 students and their parents. According to latent regression models, adolescents’ personality traits showed significant associations with all psychosocial functioning variables: Achievement was most consistently associated with emotional stability, openness, and conscientiousness; social relationships were most consistently associated with agreeableness and conscientiousness; and psychosocial adjustment was related to all of the Big Five traits. Most associations did not vary across grades, whereas self-reported extraversion showed lower associations in later grades. Looking at rater-specific effects, we found fewer and usually smaller associations with parent- than with self-rated personality, again with the most significant differences with extraversion. We discuss the consistent interrelatedness between adolescents’ personality and psychosocial functioning but also highlight important exceptions in grade- and rater-specificities.

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The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators

Cited by 27 publications

References 78 publications

Longitudinal Experience–Wide Association Studies—A Framework for Studying Personality Change

Longitudinal Experience–Wide Association Studies—A Framework for Studying Personality Change

Longitudinal Experience-Wide Association Studies (LEWAS) – A Framework for Studying Personality Change

Personality and psychosocial functioning in early adolescence: Age-differential associations from the self- and parent perspective

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