Mapping temperament and personality in middle and late childhood: Combined structures and network patterns

Abstract

Research into behavioral individuality among youth has traditionally approached temperament and personality as distinct constructs, with limited attention to their empirical convergence. This study examines the combined structure of temperament and personality traits and their associations with internalizing and externalizing behaviors in middle (4–7 years) and late childhood (8–15 years). Using Principal Component Analysis (PCA) and Exploratory Graph Analysis (EGA), we analyzed parents’ ratings of 1065 children on temperament (Buss & Plomin; Rothbart) and personality (Five-Factor Model). Across both age groups and analytical methods, five to six core dimensions consistently emerged: Negative Emotionality, Disagreeableness, Imaginative Conscientiousness, Sensitivity, and Activity and Shyness. Notably, Activity and Shyness were distinct in middle childhood but converged into a single Active Sociability dimension in late childhood, reflecting developmental restructuring. Internalizing behaviors were most strongly and consistently predicted by higher scores of Negative Emotionality and higher scores of Shyness/lower scores of Active Sociability. Externalizing behaviors were primarily associated with higher scores of Disagreeableness and Negative Emotionality, and lower scores of Imaginative Conscientiousness. These findings highlight both the continuity and age-related reorganization in the structure of temperament and personality, supporting their conceptual overlap and relevance for understanding behavioral adjustment across childhood.

Plain language summary

Temperament and personality are often seen as separate ways to describe children’s individual trait differences. However, research suggests they may have more in common than previously thought. This study explored how these traits are organized in children aged 4 to 15 years, and how they relate to emotional and behavioral difficulties. Parents of 1065 children completed multiple questionnaires about their child’s temperament and personality. Two types of statistical analyses were used to find underlying patterns in these traits. Across both age groups (4–7 and 8–15 years) and methods, five core traits consistently emerged: Negative Emotionality (how strongly children react emotionally), Disagreeableness (difficulty cooperating or following rules), Imaginative Conscientiousness (a mix of creativity and self-discipline), and Sensitivity (reactivity to sensory input). In younger children, Activity (energy levels) and Shyness (feeling nervous or holding back in social situations) sometimes appeared as separate traits. However, in older children, these emerged into a single trait that we labeled Active Sociability. These findings support existing theories on trait development in childhood. The study also showed that children who were more emotional and shy were more likely to experience internalizing behaviors, such as fear or depression, while traits like high disagreeableness, low conscientiousness, and experiencing strong emotions were linked to externalizing behaviors, such as aggression or rule breaking. Overall, temperament and personality traits appear to be closely connected, and play an important role in children’s emotional well-being.