The longitudinal interplay of personality and school experiences in adolescence

Abstract

The school environment is one key developmental context that is assumed to shape individual characteristics during adolescence. However, little is known about which school experiences are central to personality change or whether school experiences and personality co-shape each other over time. We address this gap by examining the longitudinal interplay between seven school experiences in the three domains of achievement, social relationships, and well-being, and the Big Five personality traits at four measurement points from fifth to eighth grade. By using data from the German TRAIN study (N = 3,473, M_ageT1 = 11.1 years, 45% female), we estimated bivariate latent growth curve models and cross-lagged panel models to illustrate this longitudinal interplay. Results demonstrated correlated change between school experiences and personality with differentiated patterns for achievement variables and a general longitudinal interplay with the social relationship and well-being variables. Furthermore, we found cross-lagged effects in both directions, although there were more effects of personality on school experiences. The most consistent predictor of school experiences was conscientiousness, whereas well-being in school in particular was related to personality change 1 year later. We integrate our findings into the current picture of personality development in adolescence and the role of school-related environmental factors.

Keywords

Personality development adolescence school experiences longitudinal interplay developmental tasks

Get full access to this article

View all access options for this article.

References

Aldrup

Klusmann

Lüdtke

Göllner

Trautwein

(2018). Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings. Journal of Educational Psychology, 110(8), 1066–1083. https://doi.org/10.1037/edu0000256

Andersen

S. C.

Gensowski

Ludeke

John

O. P.

(2020). A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred-thousand-person samples. Journal of Personality, 85(5), 925–939. https://doi.org/10.1111/JOPY.12538

Arnett

J. J.

(2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469

Asendorpf

J. B.

(2021). Modeling developmental processes. In: Rauthmann

J. R.

(Ed.), Handbook of personality dynamics and processes, pp. 815–835. Elsevier Science. https://doi.org/10.1016/B978-0-12-813995-0.00031-5

Asendorpf

J. B.

van Aken

M. A. G.

(2003). Personality-relationship transaction in adolescence: Core versus surface personality characteristics. Journal of Personality, 71(4), 629–666. https://doi.org/10.1111/1467-6494.7104005.

Bailey

D. H.

Farkas

Morgan

Hillemeier

(2020). Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model. Developmental Psychology, 56(5), 912–921. https://doi.org/10.1037/dev0000902

Baumert

Roeder

Gruehn

Heyn

Köller

Rimmele

Schnabel

Seipp

(1996). Bildungsverläufe und psychosoziale Entwicklung im Jugendalter (BIJU). In Treumann

K.-P.

Neubauer

Möller

Abel

(Eds.), Methoden und Anwendungen empirischer pädagogischer Forschung (pp. 170–180). Münster.

Baumert

Stanat

Watermann

(2006). Schulstruktur und die entstehung differenzieller lern- und entwicklungsmilieus [School structure and emergence of differential environments for learning and development]. In J

Baumert

Stanat

Watermann

(Eds), Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit (pp. 95–188). Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-90082-7_4

Bleidorn

Hill

P. L.

Back

M. D.

Denissen

J. J. A.

Hennecke

Hopwood

C. J.

Roberts

B. W.

(2019). The policy relevance of personality traits. American Psychologist, 74(9), 1056–1067. https://doi.org/10.1037/amp0000503.

10.

Bleidorn

Hopwood

C. J.

Back

M. D.

Denissen

J. J. A.

Hennecke

Jokela

Zimmermann

(2020). Longitudinal experience-wide association studies–A framework for studying personality change: Personality change. European Journal of Personality, 34(3), 285–300. https://doi.org/10.1002/per.2247

11.

Bollen

K. A.

Curran

P. J.

(2006). Latent curve models: A structural equation perspective. Wiley.

12.

Borghuis

Bleidorn

Sijtsma

Branje

Meeus

W. H. J.

Denissen

J. J. A.

(2020). Longitudinal associations between trait neuroticism and negative daily experiences in adolescence. Journal of Personality and Social Psychology, 118(2), 348–363. https://doi.org/10.1037/pspp0000233

13.

Borghuis

Denissen

J. J. A.

Oberski

Sijtsma

Meeus

W. H. J.

Branje

Koot

H. M.

Bleidorn

(2017). Big five personality stability, change, and codevelopment across adolescence and early adulthood. Journal of Personality and Social Psychology, 113(4), 641–657. https://doi.org/10.1037/pspp0000138

14.

Brandt

N. D.

Lechner

C. M.

Tetzner

Rammstedt

(2020). Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality, 88(2), 249–265. https://doi.org/10.1111/jopy.12482

15.

Brandt

N. D.

Mike

Jackson

J. J.

(2019). Do school-related experiences impact personality? Selection and socialization effects of impulse control. Developmental Psychology, 55(12), 2561–2574. https://doi.org/10.1037/dev0000817

16.

Briley

D. A.

Tucker-Drob

E. M.

(2014). Genetic and environmental continuity in personality development: A meta-analysis. Psychological Bulletin, 140(5), 1303–1331. https://doi.org/10.1037/a0037091

17.

Bru

Stornes

Munthe

Thuen

(2010). Students’ perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54(6), 519–533. https://doi.org/10.1080/00313831.2010.522842

18.

Buchwald

(2010). Test anxiety and performance in the framework of the conservation of resources theory. Cognition, Brain, Behavior: An Interdisciplinary Journal, 14(4), 283–293.

19.

Butkovic

Brkovic

Bratko

(2012). Predicting well-being from personality on adolescents and older adults. Journal of Happiness Studies, 13(3), 455–467. https://doi.org/10.1007/s10902-011-9273-7

20.

Campbell

D. T.

Kenny

D. A.

(1999). A primer on regression artifacts. Guilford Press.

21.

Caspi

Roberts

B. W.

Shiner

R. L.

(2005). Personality development: Stability and change. Annual Review of Psychology, 56(1), 453–484. https://doi.org/10.1146/annurev.psych.55.090902.141913

22.

Chamorro-Premuzic

Furnham

(2003). Personality predicts academic performance: Evidence from two longitudinal studies on British University students. Journal of Research in Personality, 37(4), 319–338. https://doi.org/10.1016/S0092-6566(02)00578-0

23.

Chamorro-Premuzic

Ahmetoglu

Furnham

(2008). Little more than personality: Dispositional determinants of test anxiety (the Big Five, core self-evaluations, and self-assessed intelligence). Learning and Individual Differences, 18(2), 258–263. https://doi.org/10.1016/j.lindif.2007.09.002

24.

Coelho

V. A.

Romão

A. M.

Brás

Bear

Prioste

(2020). Trajectories of students’ school climate dimensions throughout middle school transition: A longitudinal study. Child Indicators Research, 13(2), 175–192. https://doi.org/10.1007/s12187-019-09674-y

25.

Chen

F. F.

(2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834

26.

Coleman

J. C.

(1974). Relationships in Adolescence. Routledge & Kegan Paul.

27.

Costa

P. T.

McCrae

R. R.

(1995). Domains and facets: Hierarchical personality assessment using the revised NEO personality inventory. Journal of Personality Assessment, 64, 21–50. https://doi.org/10.1207/s15327752jpa6401_2

28.

De Fruyt

De Clercq

De Bolle

(2017). The five factor model of personality and consequential outcomes in childhood and adolescence. In: Widiger

T. A.

(Ed.), The Oxford handbook of the five factor model (pp. 507–520). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199352487.013.6

29.

Deci

E. L.

Ryan

R. M.

(2000). The “what” and “why” of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11(4), 227–269. https://doi.org/10.1207/S15327965PLI1104_01

30.

Denissen

J. J. A.

van Aken

M. A. G.

Penke

Wood

(2013). Self-regulation underlies temperament and personality: An integrative developmental framework. Child Development Perspectives, 7(4), 255–260. https://doi.org/10.1111/cdep.12050

31.

Deventer

Wagner

Lüdtke

Trautwein

(2019). Are personality traits and relationship characteristics reciprocally related? Longitudinal analyses of codevelopment in the transition out of high school and beyond. Journal of Personality and Social Psychology, 116(2), 331–347. https://doi.org/10.1037/pspp0000191

32.

Dickhäuser

Plenter

(2005). Letztes halbjahr stand ich zwei. Zur akkuratheit selbst berichteter noten [“Last term I had a B.” On the accuracy of self-reported school grades]. Zeitschrift für Pädagogische Psychologie, 19(4), 219–224. https://doi.org/10.1024/1010-0652.19.4.219

33.

Dietze

(2011). Zum übergang auf die weiterführenden schulen – auswertung schulstatistischer daten aus 10 bundesländern. (GFPF)/Deutsches Institut für Internationale Pädagogische Forschung (DIPF).

34.

Dumfart

Neubauer

A. C.

(2016). Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents. Journal of Individual Differences, 37(1), 8–15. https://doi.org/10.1027/1614-0001/a000182

35.

Dumont

Trautwein

Nagy

Nagengast

(2014). Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. Journal of Educational Psychology, 106(1), 144–161. https://doi.org/10.1037/a0034100

36.

Eccles

J. S

(2009). Who am I and what am I going to do with my life? Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368

37.

Eccles

J. S.

Roeser

R. W.

(2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x

38.

Ehm

J.-H.

Hasselhorn

Schmiedek

(2019). Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results. Developmental Psychology, 55(11), 2336–2351. https://doi.org/10.1037/dev0000796

39.

Eisenberg

Morris

S. A.

(2004). Moral cognitions and prosocial responding in adolescence. In: Lerner

R. M.

Stinberg

(Eds), Handbook of adolescent psychology (2nd ed.), pp. 155–188. John Wiley & Sons, Inc.

40.

Engels

M. C.

Colpin

Van Leeuwen

Bijttebier

Van

D. N.

Claes

Goossens

Verschueren

(2016). Behavioral engagement, peer status, and teacher-student relationships in adolescence: A longitudinal study on reciprocal influences. Journal of Youth and Adolescence, 45(6), 1192–1207. https://doi.org/10.1007/s10964-016-0414-5

41.

Erikson

E. H.

(1959). Identity and the life cycle. International University Press.

42.

Evans

Martin

A. J.

Ivcevic

(2018). Personality, coping, and school well-being: An investigation of high school students. Social Psychology of Education, 21(6), 1061–1080. https://doi.org/10.1007/s11218-018-9456-8

43.

Funder

D. C.

Ozer

D. J.

(2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202

44.

Ganzeboom

H. B. G.

De Graaf

P. M.

Treiman

D. J.

de Leeuw

(1992). A standard international socio-economic index of occupational status. Social Science Research, 21(1), 1–56. http://dx.doi.org/10.1016/0049-089X(92)90017-B

45.

Garcia

(2011). Two models of personality and well-being among adolescents. Personality and Individual Differences, 50(8), 1208–1212. https://doi.org/10.1016/j.paid.2011.02.009

46.

Gnambs

Hanfstingl

(2016). The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691–1705. https://doi.org/10.1080/01443410.2015.1113236

47.

Göllner

Damian

R. I.

Rose

Spengler

Trautwein

Nagengast

Roberts

B. W.

(2017). Is doing your homework associated with becoming more conscientious? Journal of Research in Personality, 71, 1–12. https://doi.org/10.1016/j.jrp.2017.08.007

48.

Göllner

Roberts

B. W.

Damian

R. I.

Lüdtke

Jonkmann

Trautwein

(2017). Whose “storm and stress” is it? Parent and child reports of personality development in the transition to early adolescence. Journal of Personality, 85(3), 376–387. https://doi.org/10.1111/jopy.12246

49.

Götz

Frenzel

A. C.

Pekrun

Hall

N. C.

Lüdtke

(2007) Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715–733. https://doi.org/10.1037/0022-0663.99.4.715

50.

Gorard

See

B. H.

(2011). How can we enhance enjoyment of secondary school? The student view. British Educational Research Journal, 37(4), 671–690. https://doi.org/10.1080/01411962.2010.488718

51.

Grav

Stordal

Romild

U. K.

Hellzen

(2012). The relationship among neuroticism, extraversion, and depression in the HUNT study: In relation to age and gender. Issues in Mental Health Nursing, 33(11), 777–785. https://doi.org/10.3109/01612840.2012.713082

52.

Haag

Götz

(2012). Mathe ist schwierig und deutsch aktuell: Vergleichende studie zur charakterisierung von schulfächern aus schülersicht. [Math is hard and German is up-to-date: A comparative study on students’ perception of school subjects]. Psychologie in Erziehung und Unterricht, 59(2), 32–46. https://doi.org/10.2378/peu2012.art03d

53.

Hallquist

M. N.

Wiley

J. F.

(2018). MplusAutomation: An R package for facilitating large-scale latent variable analyses in Mplus. Structural Equation Modeling, 25(1), 621–638. https://doi.org/10.1080/10705511.2017.1402334

54.

Hamaker

E. L.

Kuiper

R. M.

Grasman

(2015). A critique of the cross-lagged panel model. Psychological Methods, 20(1), 102–116. https://doi.org/10.1037/a0038889

55.

Harris

Vazire

(2016). On friendship development and the big five personality traits. Social and Personality Psychology Compass, 10(11), 647–667. https://doi.org/10.1111/spc3.12287

56.

Hatzichristou

Adamopoulou

Lampropoulou

(2014). A multilevel approach of promoting resilience and positive school climate in the school community during unsettling times. In Prince-Embury

Saklofske

H. D.

(Eds.), Resilience interventions in diverse communities (pp. 299–325). Springer.

57.

Havighurst

R. J.

(1956). Research on the developmental-task concept. The School Review, 64(5), 215–223. https://doi.org/10.1086/442319

58.

Heaven

P. C.

Ciarrochi

(2008). Parental styles, conscientiousness, and academic performance in high school: A three-wave longitudinal study. Personality and Social Psychology Bulletin, 34(4), 451–461. https://doi.org/10.1177/0146167207311909

59.

Heller

K. A.

Perleth

(2000). KFT 4-12+R Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision – Manual [KFT 4-12+R Cognitive Abilities Test for Grades 4 to 12. Beltz.

60.

Hill

P. L.

Edmonds

G. W.

(2017). Personality development in adolescence. In Specht

(Ed.), Personality development across the lifespan (pp. 25–38). Academic Press.

61.

Hogan

Roberts

B. W.

(2004). A socioanalytic model of maturity. Journal of Career Assessment, 12(2), 207–217. https://doi.org/10.1177/1069072703255882

62.

L. T.

Bentler

P. M.

(1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424

63.

Hughes

J. N.

Cao

(2019). Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. Journal of School Psychology, 67, 148–162. https://doi.org/10.1016/j.jsp.2017.10.003

64.

Hurrelmann

Quenzel

(2018). Developmental tasks in adolescence. Routledge.

65.

Hutteman

Hennecke

Orth

Reitz

A. K.

Specht

(2014). Developmental tasks as a framework to study personality development in adulthood and old age. European Journal of Personality, 28(3), 268–279. https://doi.org/10.1002/per.1959

66.

Israel

Lüdtke

Wagner

(2019). The longitudinal association between personality and achievement in adolescence: Differential effects across all big five traits and four achievement indicators. Learning and Individual Differences, 72, 80–91. https://doi.org/10.1016/j.lindif.2019.03.001

67.

Israel

Brandt

N. D.

Grund

Köller

Lüdtke

Wagner

(2021). Personality and psychosocial functioning in early adolescence: Age-differential associations from the self- and parent perspective. European Journal of Personality. https://doi.org/10.1177/08902070211005636

68.

Jensen-Campbell

L. A.

Gleason

K. A.

Adams

Malcolm

K. T.

(2003). Interpersonal conflict, agreeableness, and personality development. Journal of Personality, 71(6), 1059–1086. https://doi.org/10.1111/1467-6494.7106007

69.

Jensen-Campbell

L. A.

Malcolm

K. T.

(2007). The importance of conscientiousness in adolescent interpersonal relationships. Personality and Social Psychology Bulletin, 33(3), 368–383. https://doi.org/10.1177/0146167206296104

70.

John

O. P.

Srivastava

(1999). The big five trait taxonomy: History, measurement, and theoretical perspectives. In Pervin

L. A.

John

O. P.

(Eds.), Handbook of personality: Theory and research (pp. 102–138). Guilford Press.

71.

Jonkmann

Rose

Trautwein

(Eds.), (2013). Tradition und innovation: Entwicklungsverläufe an haupt- und realschulen in baden-württemberg und mittelschulen in sachsen - abschlussbericht für die länder baden-württemberg und sachsen [Tradition and innovation: Student development in two German states]. Projektbericht an die Kultusministerien der Länder.

72.

Kunter

Klusmann

Dubberke

Baumert

Blum

Brunner

Tsai

Y. M.

(2007). Linking aspects of teacher competence to their instruction: Results from the COACTIV project. In Prenzel

(Ed.), Studies on the educational quality of school: The final report on the DFG priority programme (pp. 32–52). Waxmann.

73.

Lampropoulou

(2018). Personality, school, and family: What is their role in adolescents’ subjective well-being. Journal of Adolescence, 67, 12–21. https://doi.org/10.1016/j.adolescence.2018.05.013

74.

Lang

F. R.

Lüdtke

Asendorpf

J. B.

(2001). Testgüte und psychometrische Äquivalenz der deutschen Version des big five inventory (BFI) bei jungen, mittelalten und alten erwachsenen [Test quality and psychometric equivalence of the German version of the big five inventory (BFI) in young, middle-aged, and elderly adults]. Diagnostica, 47, 111–121. https://doi.org/10.1026//0012-1924.47.3.111

75.

Lau

Nie

(2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), 15–29. https://doi.org/10.1037/0022-0663.100.1.15

76.

Little

T. D.

(2013). Longitudinal structural equation modeling. The Guilford Press.

77.

Lüdtke

Robitzsch

(2021). A critique of the random intercept cross-lagged panel model. https://doi.org/10.31234/osf.io/6f85c

78.

Marsh

H. W.

Hau

K.-T.

Grayson

(2005). Goodness of fit in structural equation models. In Maydeu-Olivares

McArdle

J. J.

(Eds.), Contemporary psychometrics: A Festschrift for Roderick P. McDonald (pp. 275–340). Lawrence Erlbaum Associates Publishers.

79.

McArdle

J. J.

(2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577–605. https://doi.org/10.1146/annurev.psych.60.110707.163612

80.

McDonald

(1999). Test theory: A unified treatment. Lawrence Erlbaum Associates.

81.

Moreira

P. A. S.

Cloninger

C. R.

Dinis

Sá

Oliveira

J. T.

Dias

Oliveira

(2015). Personality and well-being in adolescents. Frontiers in Psychology, 5, 1–15. https://doi.org/10.3389/fpsyg.2014.01494

82.

Moshagen

Auerswald

(2018). On congruence and incongruence of measures of fit in structural equation modeling. Psychological Methods, 23(2), 318–336. https://doi.org/10.1037/met0000122

83.

Mõttus

Briley

D. A.

Zheng

Mann

F. D.

Engelhardt

L. E.

Tackett

J. L.

Harden

K. P.

Tucker-Drob

E. M.

(2019). Kids becoming less alike: A behavioral genetic analysis of developmental increases in personality variance from childhood to adolescence. Journal of Personality and Social Psychology, 117(3), 635–658. https://doi.org/10.1037/pspp0000194

84.

Mund

Neyer

F. J.

(2014). Treating personality-relationship transactions with respect: Narrow facets, advanced models, and extended time frames. Journal of personality and social psychology, 107(2), 352–368. https://doi.org/10.1037/a0036719

85.

Murberg

T. A.

Bru

(2007). The role of neuroticism and perceived school-related stress in somatic symptoms among students in Norwegian junior high schools. Journal of Adolescence, 30(2), 203–212. https://doi.org/10.1016/j.adolescence.2006.02.001

86.

Muthén

L. K.

Muthén

B. O.

(2017). Mplus (Version 8). [computer software]. Muthén & Muthén.

87.

Nye

C. D.

Bradburn

Olenick

Bialko

Drasgow

(2018). How big are my effects? Examining the magnitude of effect sizes in studies of measurement equivalence. Organizational Research Methods, 22(3), 678–709. https://doi.org/10.1177/1094428118761122

88.

Orth

Clark

D. A.

Donnellan

M. B.

Robins

R. W.

(2021). Testing prospective effects in longitudinal research: Comparing seven competing crosslagged models. Journal of Personality and Social Psychology, 120(4), 1013–1034. https://doi.org/10.1037/pspp0000358

89.

Petersen

A. C.

Crockett

Richards

Boxer

(1988). A self-report measure of pubertal status: Reliability, validity, and initial norms. Journal of Youth and Adolescence, 17(2), 117–133. https://doi.org/10.1007/BF01537962

90.

Podsakoff

P. M.

MacKenzie

S. B.

Lee

J.-Y.

Podsakoff

N. P.

(2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. The Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879

91.

Poropat

A. E.

(2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.

92.

Poulin

Chan

(2010). Friendship stability and change in childhood and adolescence. Developmental Review, 30, 257–272. https://doi.org/10.1016/j.dr.2009.01.001

93.

R Core Team (2020). R: A Language and Environment for Statistical Computing [Computer software]. R Foundation for Statistical Computing.

94.

Ratelle

C. F.

Guay

Vallerand

R. J.

Larose

Senécal

(2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734–746. https://doi.org/10.1037/0022-0663.99.4.734

95.

Ratelle

C. F.

Duchesne

(2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39(4), 388–400. http://doi.org/10.1016/j.cedpsych.2014.09.003

96.

Ravens-Sieberer

Ellert

Erhart

(2007). Gesundheitsbezogene lebensqualität von kindern und jugendlichen in deutschland. Bundesgesundheitsblatt – Gesundheitsforschung - Gesundheitsschutz, 50, 810–818. https://doi.org/10.1007/s00103-007-0244-4

97.

Ravens-Sieberer

Gosch

Abel

Auquier

Bellach

B.-M.

Bruil

Dür

Power

Rajmil

(2001). Quality of life in children and adolescents: A European public health perspective. Sozial- Und Präventivmedizin, 46(5), 294–302. https://doi.org/10.1007/BF01321080

98.

Reitz

A. K.

Zimmermann

Huttemann

Specht

Neyer

F. J.

(2014). How peers make a difference: The role of peer groups and peer relationships in personality development. European Journal of Personality, 28(3), 279–288. https://doi.org/10.1002/per.1965

99.

Revelle

Condon

D. M.

(2019). Reliability from α to ω: A tutorial. Psychological Assessment, 31(12), 1395–1411. https://doi.org/10.1037/pas0000754

100.

Riding

R. J.

Grimley

Dahraei

Banner

(2003). Cognitive style, working memory, and learning behavior and attainment in school subjects. The British Journal of Educational Psychology, 73(Pt 2), 149–169. https://doi.org/10.1348/00070990360626912

101.

Roberts

B. W.

DelVecchio

W. F.

(2000). The rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126(1), 3–25. http://doi.org/10.1037/0033-2909.126.1.3

102.

Roberts

B. W.

Mroczek

(2008). Personality trait change in adulthood. Current Directions in Psychological Science 17(1): 31–35. http://doi.org/10.1111/j.1467-8721.2008.00543.x

103.

Roberts

B. W.

Walton

K. E.

Viechtbauer

(2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), 1–25. https://doi.org/10.1037/0033-2909.132.1.1

104.

Roeser

R. W.

Eccles

J. S.

Samoroff

A. J.

(2000). School as a context of early adolescents’ academic and social–emotional development: A summary of research findings. The Elementary School Journal, 100(5), 443–471.

105.

Roeser

R. W.

Urdan

T. C.

Stephens

J. M.

(2009). School as a context of motivation and development. In Wentzel

Wigfield

(Eds.), Handbook of motivation at school (pp. 381–410). Routledge.

106.

Rogosa

D. R.

(1988). Myths about longitudinal research. In Schaie

K. W.

Campbell

R. T.

Meredith

Rawlings

S. C.

(Eds.), Methodological issues in aging research. Springer.

107.

Rosander

Bäckström

(2014). Personality traits measured at baseline can predict academic performance in upper secondary school three years late. Scandinavian Journal of Psychology, 55(6), 611–618. https://doi.org/10.1111/sjop.12165

108.

Rutter

Maughan

Mortimore

Ouston

Smith

(1979). Fifteen thousand hours: secondary schools and their effects on children. Harvard University Press.

109.

Sanchez

Buddin

(2015). How accurate are self-reported high school courses, course grades, and grade point average? ACT working paper series no. WP-2015-03. American College Testing Program.

110.

Schermelleh-Engel

Moosbrugger

Müller

(2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.

111.

Selfhout

M. H. W.

Branje

S. J. T.

Meeus

W. H. J.

(2008). The development of delinquency and perceived friendship quality in adolescent best friendship dyads. Journal of Abnormal Child Psychology, 36(4), 471–485. https://doi.org/10.1007/s10802-007-9193-5

112.

Skinner

Furrer

Marchand

Kindermann

(2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840

113.

Soto

C. J.

John

O. P.

Gosling

S. D.

Potter

(2008). The developmental psychometrics of big five self-reports, acquiescence, factor structure, coherence, and differentiation from ages 10 to 20. Journal of Personality and Social Psychology, 94(4), 718–737. https://doi.org/10.1037/0022-3514.94.4.718

114.

Soto

C. J.

Tackett

J. L.

(2015). Personality traits in childhood and adolescence: Structure, development, and outcomes. Current Directions in Psychological Science, 24(5), 358–362. https://doi.org/10.1177/0963721415589345

115.

Sparfeldt

J. R.

Schneider

Rost

D. H.

(2016). Mehr angst in mathematik als in deutsch? leistungsängstlichkeit in verschiedenen schulfächern und prüfungssituationsklassen. Zeitschrift für Pädagogische Psychologie, 30(4), 263–269. https://doi.org/10.1024/1010-0652/a000183

116.

Spengler

Brunner

Martin

Lüdtke

(2016). The role of personality in predicting (change in) students’ academic success across four years of secondary school. European Journal of Psychological, 32(1), 95–103. https://doi.org/10.1027/1015-5759/a000330

117.

Spengler

Lüdtke

Martin

Brunner

(2013). Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies. Journal of Research in Personality, 47(5), 613–625. https://doi.org/10.1016/j.jrp.2013.05.008

118.

Steenkamp

J.-B.

Baumgartner

(1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25(1), 78–107. https://doi.org/10.1086/209528

119.

Steinmayr

Spinath

(2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80–90. https://doi.org/10.1016/j.lindif.2008.05.004

120.

Suldo

S. M.

Minch

R. D.

Hearon

B. V.

(2015). Adolescent life satisfaction and personality characteristics: Investigating relationships using a five factor model. Journal of Happiness Studies, 16(4), 965–983. https://doi.org/10.1007/s10902-014-9544-1

121.

Syed

Seiffge-Krenke

(2013). Personality development from adolescence to emerging adulthood: Linking trajectories of ego development to the family context and identity formation. Journal of Personality and Social Psychology, 104(2), 371–384. https://doi.org/10.1037/a0030070

122.

Tackman

A. M.

Srivastava

Pfeifer

J. H.

Dapretto

(2017). Development of conscientiousness in childhood and adolescence: Typical trajectories and associations with academic, health, and relationship changes. Journal of Research in Personality, 67, 85–96. https://doi.org/10.1016/j.jrp.2016.05.002

123.

Tetzner

Becker

Brandt

N. D.

(2020). Personality‐achievement associations in adolescence—examining associations across grade levels and learning environments. Journal of Personality, 88(2), 356–372. https://doi.org/10.1111/jopy.12495

124.

Tian

Liu

Huang

Huebner

E. S.

(2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991–1008. https://doi.org/10.1007/s11205-012-0123-8

125.

Tian

Huebner

E. S.

(2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128(1), 105–129. https://doi.org/10.1007/s11205-015-1021-7

126.

Trautwein

Lüdtke

Roberts

B. W.

Schnyder

Niggli

(2009). Different forces, same consequences: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97(6), 1115–1128. https://doi.org/10.1037/a0017048

127.

Usami

Murayama

Hamaker

E. L.

(2019). A unified framework of longitudinal models to examine reciprocal relations. Psychological Methods, 24(5), 637–657. https://doi.org/10.1037/met0000210

128.

van Aken

M. A. G.

Dubas

J. S.

(2004). Personality type, social relationships, and problem behaviour in adolescence. European Journal of Developmental Psychology, 1(4), 331–348. https://doi.org/10.1080/17405620444000166

129.

van den Akker

A. L.

Briley

D. A.

Grotzinger

A. D.

Tackett

J. L.

Tucker-Drob

E. M.

Harden

K. P.

(2021). Adolescent Big Five personality and pubertal development: Pubertal hormone concentrations and self-reported pubertal status. Developmental Psychology, 57(1), 60–72. https://doi.org/10.1037/dev0001135

130.

van den Akker

A. L.

Deković

Asscher

Prinzie

(2014). Mean-level personality development across childhood and adolescence: A temporary defiance of the maturity principle and bidirectional associations with parenting. Journal of Personality and Social Psychology, 107(4), 736–750. https://doi.org/10.1037/a0037248

131.

Wagner

Lüdtke

Roberts

B. W.

Trautwein

(2014). Who belongs to me? Social relationship and personality characteristics in the transition to young adulthood. European Journal of Personality, 28(6), 586–603. https://doi.org/10.1002/per.1974

132.

Wagner

Lüdtke

Robitzsch

Göllner

Trautwein

(2018). Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors. Journal of Personality, 86(3), 481–497. https://doi.org/10.1111/jopy.12330

133.

Wagner

Orth

Bleidorn

Hopwood

C. J.

Kandler

(2021). Towards an integrative model of sources of personality stability and change. Current Directions in Psychological Science, 29(5), 438–444. https://doi.org/10.1177/0963721420924751

134.

Wang

M.-T.

Eccles

J. S.

(2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x

135.

Warm

T. A.

(1989). Weighted likelihood estimation of ability in item response theory. Psychometrika, 54(3), 427–450. https://doi.org/10.1007/BF02294627

136.

Weber

Huebner

E. S.

(2015). Early adolescents’ personality and life satisfaction: A closer look at global vs. domain-specific satisfaction. Personality and Individual Differences, 83, 31–36. https://doi.org/10.1016/j.paid.2015.03.042

137.

Weissberg

R. P.

Durlak

J. A.

Domitrovich

C. E.

Gullotta

T. P.

(2015). Social and emotional learning: Past, present, and future. In Durlak

J. A.

Domitrovich

C. E.

Weissberg

R. P.

Gullotta

T. P.

(Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.

138.

Zee

Koomen

H. M. Y.

Van der Veen

(2013). Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality. Journal of School Psychology, 51(4), 517–533. https://doi.org/10.1016/j.jsp.2013.05.003

139.

Zins

J. E.

Elias

M. J.

(2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255. https://doi.org/10.1080/10474410701413152

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

2.00 MB