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Zhao J, Xie M, He J, Wang MC. The Chinese Parenting Stress Scale for Preschoolers' Parents: Development and Initial Validation. Assessment 2024; 31:651-668. [PMID: 37232271 DOI: 10.1177/10731911231176274] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Parenting stress is the experience of discomfort or distress that results from the demands associated with the role of parenting. Although there are numerous parenting stress scales, relatively few scales have been developed with consideration of the Chinese cultural context. This study aimed to develop and validate the Chinese Parenting Stress Scale (CPSS) with a multidimensional and hierarchical structure for Mainland Chinese preschoolers' parents (N = 1,427, Mage = 35.63 years, SD = 4.69). In Study 1, a theoretical model and an initial 118 items were developed, drawing on prior research and existing measures of parenting stress. Exploratory factor analysis yielded 15 first-order factors with 60 items. In Study 2, confirmatory factor analyses supported a higher order solution consisting of 15 first-order factors covering four domains: Child Development (12 items), Difficult Child (16 items), Parent-Child Interaction (12 items), and Parent's Readjustment to Life (20 items). Measurement invariance indicated no gender differences between parents for the scale scores. The convergent, discriminant, and criteria validity of the CPSS scores was supported by its association with related variables in the expected directions. Moreover, the CPSS scores added significant incremental variance in predicting somatization, anxiety, and child's emotional symptoms more so than the Parenting Stress Index-Short Form-15. The CPSS total and subscale scores all had acceptable Cronbach's αs in both samples. The overall findings support the CPSS as a psychometrically sound tool.
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Affiliation(s)
| | - Min Xie
- Guangzhou University, P.R. China
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2
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Penichet EN, Beam CR, Luczak SE, Davis DW. A genetically informed longitudinal study of early-life temperament and childhood aggression. Dev Psychopathol 2024:1-23. [PMID: 38557599 DOI: 10.1017/s0954579424000634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
The present study examined the longitudinal associations between three dimensions of temperament - activity, affect-extraversion, and task orientation - and childhood aggression. Using 131 monozygotic and 173 dizygotic (86 same-sex) twin pairs from the Louisville Twin Study, we elucidated the ages, from 6 to 36 months, at which each temperament dimension began to correlate with aggression at age 7. We employed latent growth modeling to show that developmental increases (i.e., slopes) in activity were positively associated with aggression, whereas increases in affect-extraversion and task orientation were negatively associated with aggression. Genetically informed models revealed that correlations between temperament and aggression were primarily explained by common genetic variance, with nonshared environmental variance accounting for a small proportion of each correlation by 36 months. Genetic variance explained the correlations of the slopes of activity and task orientation with aggression. Nonshared environmental variance accounted for almost half of the correlation between the slopes of affect-extraversion and aggression. Exploratory analyses revealed quantitative sex differences in each temperament-aggression association. By establishing which dimensions of temperament correlate with aggression, as well as when and how they do so, our work informs the development of future child and family interventions for children at highest risk of aggression.
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Affiliation(s)
- Eric N Penichet
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
| | - Christopher R Beam
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
- School of Geronotology, University of Southern California, Los Angeles, CA, USA
| | - Susan E Luczak
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
| | - Deborah W Davis
- Department of Pediatrics, University of Louisville School of Medicine, Louisville, KY, USA
- Norton Children's Research Institute affiliated with the University of Louisville School of Medicine, Louisville, KY, USA
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3
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Carreras R, Martín A, Ruiz-Ortiz R, Pascual-Sagastizábal E, Del Puerto-Golzarri N, Azurmendi A, Braza P, Muñoz JM. Fathering and children's relational aggression: Moderating effects of children's temperament and gender. Aggress Behav 2023. [PMID: 36842165 DOI: 10.1002/ab.22078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 01/25/2023] [Accepted: 02/12/2023] [Indexed: 02/27/2023]
Abstract
In this exploratory study, we analyzed the contribution of fathering to relational aggression (RA) in middle childhood and the moderating role of children's temperament and gender. Participants (N = 234; 46% girls) were attending public elementary school (mean age = 8.15; SD = 1.23) in middle-class neighborhoods in two Spanish cities. Fathers provided information about their parenting practices using the Parenting Styles and Dimensions Questionnaire, parents gave data on their child's temperament using the Temperament in Middle Childhood Questionnaire and children provided information about their peers' aggressive behavior using the Mini Direct Indirect Aggression Inventory. Fathering dimensions considered were Authoritative Cold, Authoritative Warm, Physical Punishment, and Insecurity; temperament dimensions considered were negative affect (NA), effortful control (EC), activity (AC), and shyness (SH). Gender, fathering, and temperament dimensions additively accounted for a significant proportion of the variance observed in RA. Several significant interactions suggested that the effect of fathering on RA was moderated by temperament and, in some cases, by children's gender. NA increased the potential risk of Authoritative Cold fathering (CF) and, in boys only, of Insecure fathering, while EC potentiated the protective effect of Authoritative-Warm fathering and, in boys only, buffered the risk effect of CF. SH buffered the risk effect of CF and decreased the protective effect of Authoritative Warm fathering on RA. Lastly, AC also buffered the risk effect of CF on RA. Results are discussed in light of the protective or the vulnerability role of temperament and in relation to models that explain sensitivity differences to environmental contexts.
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Affiliation(s)
- Rosario Carreras
- Department of Psychology, University of Cadiz, Puerto Real, Cadiz, Spain
| | - Alba Martín
- Department of Psychology, University of Cadiz, Puerto Real, Cadiz, Spain
| | - Rosa Ruiz-Ortiz
- Department of Psychology, University of Cadiz, Puerto Real, Cadiz, Spain
| | - Eider Pascual-Sagastizábal
- Deparment of Basic Psychological Processes and Their Development, University of the Basque Country, San Sebastian, Spain
| | - Nora Del Puerto-Golzarri
- Deparment of Basic Psychological Processes and Their Development, University of the Basque Country, San Sebastian, Spain
| | - Aitziber Azurmendi
- Deparment of Basic Psychological Processes and Their Development, University of the Basque Country, San Sebastian, Spain
| | - Paloma Braza
- Department of Psychology, University of Cadiz, Puerto Real, Cadiz, Spain
| | - José M Muñoz
- Department of Psychology, University of Cadiz, Puerto Real, Cadiz, Spain
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4
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Kamarova S, Dunlop PD, Parker SK. Trait continuity: Can parent-rated infant temperament predict HEXACO personality in early adulthood? Scand J Psychol 2023. [PMID: 36744852 DOI: 10.1111/sjop.12898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 11/17/2022] [Accepted: 01/01/2023] [Indexed: 02/07/2023]
Abstract
Examining the Raine cohort study, we tested the trait continuity hypothesis by examining the extent that young adults' (25-29 years old) self-reported HEXACO personality can be statistically predicted from multi-dimensional parental temperament ratings collected in infancy (1-2 years old). The study incorporated a lagged design (two waves), a large sample size (n = 563), and examined both temperament and personality as both dimensions and profiles. Overall, we found very limited evidence of trait continuity, with generally very weak and few statistically significant observed associations of infant temperament with early adulthood personality. Relations were weak whether profile or dimension-based operationalizations of both phenomena were adopted. Additionally, controlling for sex affected the relations of temperament and personality only to a small extent for most of the traits, and moderation effects of sex were generally zero-to-trivial in size. Altogether, parent-rated temperament in infancy seems to provide little information about HEXACO personality in early adulthood.
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Affiliation(s)
- Sviatlana Kamarova
- Curtin School of Population Health, Curtin University, Bentley, WA, Australia
| | - Patrick D Dunlop
- Future of Work Institute, Curtin University, Bentley, WA, Australia
| | - Sharon K Parker
- Future of Work Institute, Curtin University, Bentley, WA, Australia
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5
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Morales S, Tang A, Bowers ME, Miller NV, Buzzell GA, Smith E, Seddio K, Henderson HA, Fox NA. Infant temperament prospectively predicts general psychopathology in childhood. Dev Psychopathol 2022; 34:774-783. [PMID: 33432897 PMCID: PMC8273182 DOI: 10.1017/s0954579420001996] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Recent models of psychopathology suggest the presence of a general factor capturing the shared variance among all symptoms along with specific psychopathology factors (e.g., internalizing and externalizing). However, few studies have examined predictors that may serve as transdiagnostic risk factors for general psychopathology from early development. In the current study we examine, for the first time, whether observed and parent-reported infant temperament dimensions prospectively predict general psychopathology as well as specific psychopathology dimensions (e.g., internalizing and externalizing) across childhood. In a longitudinal cohort (N = 291), temperament dimensions were assessed at 4 months of age. Psychopathology symptoms were assessed at 7, 9, and 12 years of age. A bifactor model was used to estimate general, internalizing, and externalizing psychopathology factors. Across behavioral observations and parent-reports, higher motor activity in infancy significantly predicted greater general psychopathology in mid to late childhood. Moreover, low positive affect was predictive of the internalizing-specific factor. Other temperament dimensions were not related with any of the psychopathology factors after accounting for the general psychopathology factor. The results of this study suggest that infant motor activity may act as an early indicator of transdiagnostic risk. Our findings inform the etiology of general psychopathology and have implications for the early identification for children at risk for psychopathology.
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Affiliation(s)
- Santiago Morales
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, USA
| | - Alva Tang
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Maureen E. Bowers
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, USA
| | - Natalie V. Miller
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - George A. Buzzell
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, USA
| | - Elizabeth Smith
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Kaylee Seddio
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | | | - Nathan A. Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, USA
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6
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Harvey E, Lemelin JP, Déry M. Student-teacher relationship quality moderates longitudinal associations between child temperament and behavior problems. J Sch Psychol 2022; 91:178-194. [DOI: 10.1016/j.jsp.2022.01.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 11/12/2021] [Accepted: 01/17/2022] [Indexed: 10/19/2022]
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7
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Grosz MP, Lemp JM, Rammstedt B, Lechner CM. Personality Change Through Arts Education: A Review and Call for Further Research. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2021; 17:360-384. [PMID: 34283673 PMCID: PMC8902031 DOI: 10.1177/1745691621991852] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated. In the current article, we reviewed the literature on personality change through arts education. We identified 36 suitable experimental and quasi-experimental studies. Evidence from these studies tentatively suggests that arts-education programs can foster personality traits such as extraversion and conscientiousness but not self-esteem. In addition, the effects of arts education appeared to be stronger in early and middle childhood than in preadolescence and early adolescence. However, the evidence for the effectiveness of arts education was very limited among the few included true experiments. Furthermore, the reviewed studies were heterogenous and subject to content-related, methodological, and statistical limitations. Thus, the current evidence base is inconclusive as to the effects of arts education on personality development. By identifying potential effects of arts education and limitations of past research, our review serves as a call for more research and guidepost for future studies on arts education and personality change.
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Affiliation(s)
| | - Julia M Lemp
- Heidelberg Institute of Global Health (HIGH), Medical Faculty and University Hospital, University of Heidelberg
| | - Beatrice Rammstedt
- Department of Survey Design and Methodology, GESIS - Leibniz Institute for the Social Sciences, Mannheim
| | - Clemens M Lechner
- Department of Survey Design and Methodology, GESIS - Leibniz Institute for the Social Sciences, Mannheim
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8
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Understanding trajectories of externalizing problems: Stability and emergence of risk factors from infancy to middle adolescence. Dev Psychopathol 2021; 33:264-283. [PMID: 32366334 DOI: 10.1017/s0954579419001755] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Despite considerable efforts to understand the processes that underlie the development of externalizing behavior problems, it is still unclear why externalizing problems remain chronically high for some children, emerge early and cease by late childhood for others, and arise in adolescence in some cases. The purpose of this study was to examine how a wide range of child and family risk factors are linked to trajectories of externalizing behavior and how these relationships vary from infancy to middle adolescence. We used data from the community-based Norwegian Tracking Opportunities and Problems (TOPP) study sample (n = 921). A Cholesky factorization model was specified to separate stable and emerging risk doses across four developmental periods (infancy, early and middle childhood, and middle adolescence). Children in the High Stable class were characterized by substantially elevated risk levels in multiple domains throughout the study period. Children in the High Childhood Limited class had very high levels of temperamental emotionality, internalizing symptoms, and maternal mental distress, suggesting a substantial intrinsic emotional basis for their externalizing problems. Intrinsic factors seemed less salient for the Adolescent Onset class. These findings emphasize the need for a dynamic perspective on risk factors and support the importance of prevention and intervention efforts across multiple domains from early childhood and throughout adolescence.
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9
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Westphal A, Vock M, Kretschmann J. Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores. Front Psychol 2021; 12:627440. [PMID: 33815213 PMCID: PMC8017135 DOI: 10.3389/fpsyg.2021.627440] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 02/08/2021] [Indexed: 11/13/2022] Open
Abstract
The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students' scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
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Affiliation(s)
- Andrea Westphal
- Department of Education, University of Potsdam, Potsdam, Germany
| | - Miriam Vock
- Department of Education, University of Potsdam, Potsdam, Germany
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10
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Slobodskaya HR. Personality development from early childhood through adolescence. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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11
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Whalen DJ, Gilbert KE, Jackson JJ, Barch DM, Luby JL. Using a Thin Slice Coding Approach to Assess Preschool Personality Dimensions. J Pers Assess 2021; 103:214-223. [PMID: 32013574 PMCID: PMC7398835 DOI: 10.1080/00223891.2020.1722140] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Revised: 11/27/2019] [Accepted: 12/26/2019] [Indexed: 10/25/2022]
Abstract
A large literature assessing personality across the lifespan has used the Big Five as an organizing framework, with evidence that variation along different dimensions predicts aspects of psychopathology. Parent reports indicate that these dimensions emerge as early as preschool, but there is a need for objective, observational measures of personality in young children, as parent report can be confounded by the parents' own personality and psychopathology. The current study observationally coded personality dimensions in a clinically enriched sample of preschoolers. A heterogeneous group of preschoolers oversampled for depression (N = 299) completed 1-8 structured observational tasks with an experimenter. Big Five personality dimensions of extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience were coded using a "thin slice" technique with 7,820 unique ratings available for analysis. Thin slice ratings of personality dimensions were reliably observed in preschoolers ages 3-6 years. Within and across-task, consistency was also evident, with consistency estimates higher than found in adult samples. Divergent validity was limited, with coders distinguishing between three (extraversion/openness; agreeableness/conscientiousness; and neuroticism) rather than five dimensions. Personality dimensions can be observationally identified in preschool-age children and offer reliable estimates that stand across different observational tasks. Study findings highlight the importance of observational approaches to assessing early personality dimensions, as well as the utility of the thin slice approach for meaningful secondary data analysis.
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Affiliation(s)
- Diana J. Whalen
- Department of Psychiatry, Washington University in St. Louis
| | | | - Joshua J. Jackson
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| | - Deanna M. Barch
- Department of Psychiatry, Washington University in St. Louis
- The Program in Neuroscience, Washington University in St. Louis
- Department of Psychological and Brain Sciences, Washington University in St. Louis
- Department of Radiology, Washington University in St. Louis
| | - Joan L. Luby
- Department of Psychiatry, Washington University in St. Louis
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12
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Martins CBS, Cassiano RGM, Linhares MBM. Negative affectivity moderated by preterm birth predicted toddlers' behavior problems. Infant Behav Dev 2021; 63:101544. [PMID: 33618212 DOI: 10.1016/j.infbeh.2021.101544] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 02/13/2021] [Accepted: 02/13/2021] [Indexed: 11/30/2022]
Abstract
OBJECTIVE The present study aimed to examine the predictive effect of temperament moderated by preterm childbirth on behavioral problems in toddlerhood. METHOD The sample comprised 100 toddlers of 18-36 months of chronological age and their mothers. They were divided into two groups: 50 toddlers born preterm and admitted to the Neonatal Intensive Care Unit (PT group), and 50 toddlers born full-term (FT group) and recruited from day-care centers. Mothers completed questionnaires about toddlers' temperament and behavior. The Early Childhood Behavior Questionnaire was used to assess temperament, and the Child Behavior Checklist (CBCL 1¹/²-5) to evaluate the total, internalizing, and externalizing behavior problems. Multiple regression analysis was performed to examine the moderation effects of preterm childbirth and temperament factors after controlling for toddlers' age and socioeconomic level. RESULTS There was a moderation effect between preterm childbirth and temperament. Temperament with more Negative Affectivity, moderated by preterm birth, and less Effortful Control explained the total, internalizing, and externalizing behavior problems. CONCLUSION The findings contribute to a better understanding of the impact of preterm childbirth and the dispositional traits of temperament on behavioral problems of toddlers born preterm.
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Chavez Arana C, de Pauw SS, van IJzendoorn MH, de Maat DA, Kok R, Prinzie P. No differential susceptibility or diathesis stress to parenting in early adolescence: Personality facets predicting behaviour problems. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110406] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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14
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Barros A, Simão AMV, Frisson L. Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-020-01232-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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15
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Zentner M, Biedermann V, Taferner C, da Cudan H, Möhler E, Strauß H, Sevecke K. Early Detection of Temperament Risk Factors: A Comparison of Clinically Referred and General Population Children. Front Psychiatry 2021; 12:667503. [PMID: 34248704 PMCID: PMC8264422 DOI: 10.3389/fpsyt.2021.667503] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/13/2021] [Accepted: 05/18/2021] [Indexed: 12/15/2022] Open
Abstract
Despite an extensive literature on associations between early childhood temperament and behavior problems, most of this evidence is based on general population samples. Hence, relatively little is known about the temperament characteristics of children who have been referred for in- or outpatient treatment of emotional and/or behavioral problems. Whether temperament-to-behavior problems identified in community samples would also be found in samples of clinically referred children is poorly understood. To redress this limitation, we compared temperament attributes of a predominantly preschool-aged sample of children referred for treatment of emotional and/or behavioral disorders (N = 87) with those from a similarly-aged general population sample (N = 85) by using the Integrative Child Temperament Screener (ICTS)-a new nine-item scale to identify clinically significant temperament attributes. Behavioral symptoms in the clinical sample were assessed through diagnostic interviews in combination with the Child Behavior Checklist (CBCL), which was also administered to the general population children. Compared with general population children, referred children exhibited substantially higher scores on all ICTS subscales except behavioral inhibition. Furthermore, areas under the curve analyses showed that discrimination of both groups based on CBCL scales could be improved by adding the ICTS. Overall, the findings fill a long-standing gap in evidence regarding temperament characteristics of children with serious emotional and/or behavioral symptoms and suggest a useful role for the ICTS in assessment, screening, and prevention.
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Affiliation(s)
- Marcel Zentner
- Department of Psychology, University of Innsbruck, Innsbruck, Austria
| | | | - Christina Taferner
- Department of Child and Adolescent Psychiatry, Medical University of Innsbruck, Innsbruck, Austria
| | - Hannah da Cudan
- Department of Child and Adolescent Psychiatry, Medical University of Innsbruck, Innsbruck, Austria
| | - Eva Möhler
- University of Heidelberg, Universitätsklinik des Saarlandes, Homburg, Germany
| | - Hannah Strauß
- Department of Psychology, University of Innsbruck, Innsbruck, Austria
| | - Kathrin Sevecke
- Department of Child and Adolescent Psychiatry, Medical University of Innsbruck, Innsbruck, Austria
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White AS, Sirota KM, Frohn SR, Swenson SE, Rudasill KM. Temperamental Constellations and School Readiness: A MultiVariate Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:E55. [PMID: 33374772 PMCID: PMC7795607 DOI: 10.3390/ijerph18010055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 12/15/2020] [Accepted: 12/21/2020] [Indexed: 11/16/2022]
Abstract
This study uses canonical correlation analyses to explore the relationship between multiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of children and their families from birth through age 15. For academic readiness, only one temperamental constellation emerged, representing the construct of effortful control (i.e., high attentional focusing, high inhibitory control). For peer interactions, two significant constellations emerged: "dysregulated" (low inhibitory control, low shyness, and high activity), and "withdrawn" (high shyness, low inhibitory control, low attentional focusing). Finally, the analyses exploring child-teacher relationships revealed two significant constellations: "highly surgent" (high activity, low inhibitory control, low shyness) and "emotionally controlled" (low anger/frustration and high inhibitory control). Results of this study form a more nuanced exploration of relationships between temperamental traits and indicators of school readiness than can be found in the extant literature, and will provide the groundwork for future research to test specific hypotheses related to the effect temperamental constellations have on children's school readiness.
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Affiliation(s)
- Andrew S. White
- Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588, USA; (A.S.W.); (K.M.S.); (S.E.S.)
| | - Kate M. Sirota
- Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588, USA; (A.S.W.); (K.M.S.); (S.E.S.)
| | | | - Sara E. Swenson
- Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588, USA; (A.S.W.); (K.M.S.); (S.E.S.)
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17
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Westphal A, Lazarides R, Vock M. Are some students graded more appropriately than others? Student characteristics as moderators of the relationships between teacher-assigned grades and test scores in mathematics. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:865-881. [PMID: 33336390 DOI: 10.1111/bjep.12397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 11/05/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests). AIMS We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics. SAMPLE This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development. METHODS We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age. RESULTS The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (β = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores. CONCLUSIONS Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.
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Affiliation(s)
| | | | - Miriam Vock
- Department of Education, University of Potsdam, Germany
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18
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Rescorla LA, Adams A, Ivanova MY. The CBCL/1½-5's DSM-ASD Scale: Confirmatory Factor Analyses Across 24 Societies. J Autism Dev Disord 2020; 50:3326-3340. [PMID: 31559509 DOI: 10.1007/s10803-019-04189-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Previous research supports the CBCL/1½-5's DSM-ASD scale (and its precursor, the DSM-PDP scale) as a Level 1 ASD screener. Confirmatory factor analyses (CFAs) with data from population samples in 24 societies (N = 19,850) indicated good measurement invariance across societies, especially for configural and metric invariance. Items 4. 25, 67, 80, and 98 may be especially good discriminators of ASD because they have tend to have low base rates, strong loadings on the ASD latent construct, and the best measurement invariance across societies. Further research is needed to test the discriminative power of these items in predicting ASD, but our strong measurement findings support the international psychometric robustness of the CBCL/1½-5's DSM-ASD scale.
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Affiliation(s)
- Leslie A Rescorla
- Department of Psychology, Bryn Mawr College, 101 N. Merion Avenue, Bryn Mawr, PA, 19010, USA.
| | - Allison Adams
- Department of Psychology, Bryn Mawr College, 101 N. Merion Avenue, Bryn Mawr, PA, 19010, USA
| | - Masha Y Ivanova
- University of Vermont, 1 S. Prospect Street, Burlington, VT, 05401, USA
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19
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Watt D, Hopkinson L, Costello S, Roodenburg J. Initial Validation and Refinement of the Hierarchical Inventory of Personality for Children in the Australian Context. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12213] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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20
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De Clercq LE, Dieleman LM, van der Kaap-Deeder J, Soenens B, Prinzie P, De Pauw SSW. Negative Controlling Parenting and Child Personality as Modifiers of Psychosocial Development in Youth with Autism Spectrum Disorder: A 9-Year Longitudinal Study at the Level of Within-Person Change. J Autism Dev Disord 2020; 51:2891-2907. [PMID: 33123842 DOI: 10.1007/s10803-020-04761-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/10/2020] [Indexed: 01/03/2023]
Abstract
This nine-year longitudinal study addresses the joint contribution of parent-rated negative controlling parenting and child personality on psychosocial outcomes in 141 families of children with autism spectrum disorder (83% boys, mean age Time 1 = 10.1). Latent change modeling revealed substantial variation in within-person change in parenting and psychosocial outcomes across a six- and three-year-interval. Over time, negative controlling parenting and child personality were consistently related to externalizing problems, whereas child personality was differentially related to internalizing problems and psychosocial strengths. Three personality-by-parenting interactions were significant, suggesting that children with less mature personality traits show more externalizing behaviors in the presence of controlling parenting. This study identified both parenting and child personality as important modifiers of developmental outcomes in youth with autism.
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Affiliation(s)
- Lana E De Clercq
- Department of Special Needs Education, Ghent University, Henri Dunantlaan 1, 9000, Ghent, Belgium.
| | - Lisa M Dieleman
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | | | - Bart Soenens
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | - Peter Prinzie
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Sarah S W De Pauw
- Department of Special Needs Education, Ghent University, Henri Dunantlaan 1, 9000, Ghent, Belgium
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21
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Chetcuti L, Uljarević M, Varcin KJ, Boutrus M, Wan MW, Green J, Iacono T, Dissanayake C, Whitehouse AJO, Hudry K. Subgroups of Temperament Associated with Social-Emotional Difficulties in Infants with Early Signs of Autism. Autism Res 2020; 13:2094-2101. [PMID: 32924317 DOI: 10.1002/aur.2381] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 06/24/2020] [Accepted: 08/01/2020] [Indexed: 01/05/2023]
Abstract
Links between temperament and social-emotional difficulties are well-established in normative child development but remain poorly characterized in autism. We sought to characterize distinct temperament subgroups and their associations with concurrent internalizing and externalizing symptoms in a sample of 103 infants (Mage = 12.39 months, SD = 1.97; 68% male) showing early signs of autism. Latent profile analysis was used to identify subgroups of infants with distinct temperament trait configurations on the Infant Behavior Questionnaire-Revised. Derived subgroups were then compared in terms of internalizing and externalizing symptoms on the Infant-Toddler Social and Emotional Assessment. Three distinct temperament subgroups were identified: (a) inhibited/low positive (n = 22), characterized by low Smiling and Laughter, low High-Intensity Pleasure, low Vocal Reactivity, and low Approach; (b) active/negative reactive (n = 23), characterized by high Activity Level, high Distress to Limitations, high Sadness, high Fear, and low Falling Reactivity; and (c) well-regulated (n = 51), characterized by high Cuddliness, high Soothability, and high Low-Intensity Pleasure. There were no differences in infant sex ratio, mean age or developmental/cognitive ability. Inhibited/low-positive infants had significantly more behavioral autism signs than active/negative reactive and well-regulated infants, who did not differ. Inhibited/low-positive and active/negative reactive infants had higher internalizing symptoms, relative to well-regulated infants, and active/negative reactive infants also had higher externalizing symptoms. These findings align closely with those garnered in the context of normative child development, and point to child temperament as a putative target for internalizing and externalizing interventions. LAY SUMMARY: This study explored whether infants with early signs of autism could be grouped according to temperament characteristics (i.e., emotional, behavioral, and attentional traits). Three subgroups were identified that differed with respect to emotional and behavioral difficulties. Specifically, "inhibited/low-positive" infants had high emotional difficulties, "active/negative reactive" infants had high emotional and behavioral difficulties, while "well-regulated" infants had the lowest difficulties.
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Affiliation(s)
- Lacey Chetcuti
- Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Queensland, Australia
| | - Mirko Uljarević
- Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, Victoria, Australia
| | - Kandice J Varcin
- School of Allied Health Sciences, Griffith University, Gold Coast, Queensland, Australia
| | - Maryam Boutrus
- Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Queensland, Australia.,Telethon Kids Institute, Nedlands, Western Australia, Australia.,University of Western Australia, School of Psychological Science, Crawley, Western Australia, Australia
| | - Ming Wai Wan
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
| | - Jonathan Green
- Division of Neuroscience and Experimental Psychology, School of Biological Sciences, University of Manchester, Manchester, UK.,Manchester Academic Health Science Centre, Manchester University NHS Foundation Trust, Greater Manchester Mental Health NHS Trust, Manchester, UK
| | - Teresa Iacono
- La Trobe Rural Health School, Bendigo, Victoria, Australia
| | - Cheryl Dissanayake
- Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Queensland, Australia.,Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Andrew J O Whitehouse
- Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Queensland, Australia.,Telethon Kids Institute, Nedlands, Western Australia, Australia
| | - Kristelle Hudry
- Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
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22
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Allen TA, Oshri A, Rogosch FA, Toth SL, Cicchetti D. Offspring Personality Mediates the Association between Maternal Depression and Childhood Psychopathology. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 47:345-357. [PMID: 29959661 DOI: 10.1007/s10802-018-0453-3] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Offspring of mothers diagnosed with major depression are at increased risk for a wide range of psychological problems. Previous research has shown that individual differences in personality development can be informative for predicting risk and resilience to psychopathology, especially within at-risk populations. In the present study, we examined whether individual differences in offspring personality development during early to middle childhood could account for the association between maternal depression and offspring behavior problems later in childhood. Participants included 64 offspring of mothers diagnosed with major depression and 68 offspring of healthy comparison mothers. Personality was assessed via parent report at ages 3, 4, 5, and 9. Offspring internalizing and externalizing symptoms were assessed at age 9 via parent and teacher report. Results of latent growth curve models indicated that offspring Neuroticism, Conscientiousness, and Agreeableness mediated the link between early maternal depression and later childhood behavior problems, though results varied across maternal and teacher reports. Findings suggest that individual differences in youth personality and personality development are important predictors of emerging psychopathology among offspring of mothers diagnosed with depression.
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Affiliation(s)
- Timothy A Allen
- Centre for Addiction and Mental Health, Campbell Family Mental Health Research Institute, 33 Russell Street Suite 1028, Toronto, ON, M5S 2S1, Canada.
| | - Assaf Oshri
- Department of Human Development and Family Science, University of Georgia, Athens, GA, USA
| | - Fred A Rogosch
- Mt. Hope Family Center, University of Rochester, Rochester, NY, USA
| | - Sheree L Toth
- Mt. Hope Family Center, University of Rochester, Rochester, NY, USA
| | - Dante Cicchetti
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN, USA
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23
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Zentner M. Identifying child temperament risk factors from 2 to 8 years of age: validation of a brief temperament screening tool in the US, Europe, and China. Eur Child Adolesc Psychiatry 2020; 29:665-678. [PMID: 31414220 PMCID: PMC7250798 DOI: 10.1007/s00787-019-01379-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Accepted: 07/22/2019] [Indexed: 11/26/2022]
Abstract
Despite ample evidence linking particular child temperament characteristics to behavior disorders later in life, there is currently a lack of temperament measures that can be used early, easily, and widely for screening purposes. To redress this gap, the current research aimed at developing a very brief scale of child temperament characteristics that have been found to predict behavior problems over the long term, are represented across models of temperament, and have the potential to exhibit measurement invariance over different countries and childhood periods. The new scale was derived from the Integrative Child Temperament Inventory, a 30-item measure to assess five well-established temperament dimensions, and examined in three studies with samples of children aged between 2 and 8 years across five countries: The United States, the United Kingdom, China, Germany, and Spain (N = 13,425; boys 55.96%). The studies included tests of measurements invariance, of convergent validity with established measures of temperament, and of criterion validity with measures of behavior problems. The scale exhibited full metric invariance and partial scalar invariance across age groups (toddlerhood, preschool, school age) and countries. Test-retest reliability, interrater reliability across teachers, and convergent and criterion validity were adequate. Preliminary data on the measure's clinical utility suggest a favorable balance between brevity and screening accuracy. Altogether, this study suggests that early childhood temperament characteristics placing children at risk for developing behavior problems much later in life can be quickly, effectively, and commensurably assessed across different countries and age groups.
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Affiliation(s)
- Marcel Zentner
- Department of Psychology, University of Innsbruck, Innrain 52, 6020, Innsbruck, Austria.
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24
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Cassiano RGM, Provenzi L, Linhares MBM, Gaspardo CM, Montirosso R. Does preterm birth affect child temperament? A meta-analytic study. Infant Behav Dev 2020; 58:101417. [PMID: 31927307 DOI: 10.1016/j.infbeh.2019.101417] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2019] [Revised: 11/26/2019] [Accepted: 12/26/2019] [Indexed: 10/25/2022]
Abstract
The present meta-analytic study was conducted to examine differences in temperament between preterm and full-term children, considering behavior style and psychobiological approaches. Moreover, we explored the potential moderators of the associations between prematurity and temperament. A systematic literature search was performed on PubMed, Scopus, Web of Science, and CINAHL. Twenty-two studies were analyzed. Preterm children showed a higher Activity level as well as lower Attentional Focusing and Attention Span/Persistence, in comparison with their full-term counterparts. Extremely preterm children showed a higher Activity level than other preterm levels. These findings support the conclusion that preterm children present with a less regulated temperament relative to those born full term.
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Affiliation(s)
- Rafaela G M Cassiano
- Department of Neurosciences and Behavior, Ribeirão Preto Medical School, University of São Paulo, Avenida Tenente Catão Roxo, 2260, Ribeirão Preto, SP, CEP: 14051-140, Brazil.
| | - Livio Provenzi
- Child Neurology and Psychiatry Unit, IRCCS Mondino Foundation, Pavia, Italy
| | - Maria Beatriz Martins Linhares
- Department of Neurosciences and Behavior, Ribeirão Preto Medical School, University of São Paulo, Avenida Tenente Catão Roxo, 2260, Ribeirão Preto, SP, CEP: 14051-140, Brazil
| | - Claudia M Gaspardo
- Department of Neurosciences and Behavior, Ribeirão Preto Medical School, University of São Paulo, Avenida Tenente Catão Roxo, 2260, Ribeirão Preto, SP, CEP: 14051-140, Brazil
| | - Rosario Montirosso
- 0-3 Center for the at-Risk Infant, Scientific Institute IRCCS Eugenio Medea, via Don Luigi Monza 20, 23842 Bosisio Parini, LC, Italy
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25
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Andersen SC, Gensowski M, Ludeke SG, John OP. A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred-thousand-person samples. J Pers 2020; 88:925-939. [PMID: 31895473 DOI: 10.1111/jopy.12538] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 12/05/2019] [Accepted: 12/23/2019] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Many studies have demonstrated that personality traits predict academic performance for students in high school and college. Much less evidence exists on whether the relationship between personality traits and academic performance changes from childhood to adolescence, and existing studies show very mixed findings. This study tests one hypothesis-that the importance of Agreeableness, Emotional Stability, and Conscientiousness for academic performance changes fundamentally during school-against an alternative hypothesis suggesting that the changing relationships found in previous research are largely measurement artifacts. METHOD We used a nationwide sample of 135,389 primary and lower secondary students from Grade 4 to Grade 8. We replicated all results in a separate sample of another 127,375 students. RESULTS We found that academic performance was equally strongly related to our measure of Conscientiousness at all these grade levels, and the significance of Agreeableness and Emotional Stability predominantly reflected their connections with Conscientiousness. However, age also appeared to shape the relationship between Emotional Stability and performance. CONCLUSION Amidst the replication crisis in psychology these findings demonstrate a very stable and predictable relationship between personality traits and academic performance, which may have important implications for the education of children already in primary school.
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Affiliation(s)
- Simon Calmar Andersen
- Department of Political Science, Aarhus University, Aarhus C, Denmark.,TrygFondens Centre for Child Research, Aarhus University, Aarhus C, Denmark
| | - Miriam Gensowski
- Department of Economics and CEBI, University of Copenhagen, Copenhagen K, Denmark.,CEBI, University of Copenhagen, Copenhagen K, Denmark
| | - Steven G Ludeke
- Department of Psychology, University of Southern Denmark, Odense M, Denmark
| | - Oliver P John
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
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26
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Brandt ND, Becker M, Tetzner J, Brunner M, Kuhl P, Maaz K. Personality Across the Lifespan. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2020. [DOI: 10.1027/1015-5759/a000490] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11–84 years. We used two samples of N = 1,090 children (52% female, Mage = 11.87) and N = 18,789 adults (53% female, Mage = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11–14 years; early adulthood: 17–30 years; middle adulthood: 31–60 years; late adulthood: 61–84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups.
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Affiliation(s)
- Naemi D. Brandt
- Department of Educational Governance, German Institute for International Educational Research, Berlin/Frankfurt a.M., Germany
- Department of Educational Research, Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Michael Becker
- Department of Educational Governance, German Institute for International Educational Research, Berlin/Frankfurt a.M., Germany
- Department of Educational Research, Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Julia Tetzner
- Department of Educational Governance, German Institute for International Educational Research, Berlin/Frankfurt a.M., Germany
- Department of Educational Research, Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Martin Brunner
- Quantitative Methods in Educational Sciences, University of Potsdam, Potsdam, Germany
| | - Poldi Kuhl
- Institute of Educational Science, Leuphana University, Lüneburg, Germany
| | - Kai Maaz
- Department of Educational Governance, German Institute for International Educational Research, Berlin/Frankfurt a.M., Germany
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27
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Gilbert KE, Whalen DJ, Tillman R, Barch DM, Luby JL, Jackson JJ. Observed Personality in Preschool: Associations with Current and Longitudinal Symptoms. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 47:1875-1888. [PMID: 31197503 PMCID: PMC6842663 DOI: 10.1007/s10802-019-00567-w] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Personality is consistently associated with psychopathology across the lifespan. However, little is known of how observed personality dimensions in preschoolers are associated with concurrent or longitudinal symptoms across development. Spectrum, vulnerability, and pathopolasty models theorize how child personality and psychopathology are related across development. The current study tests these three models using observationally coded personality dimensions in a longitudinal sample of preschoolers. A validated 'thin slice' technique was used to code observed Five Factor Model (FFM) personality dimensions of extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience in a clinically enriched preschool sample oversampled for depression (N = 299). Children were followed longitudinally for 9 years while assessing dimensional psychological symptoms and global functioning. Longitudinal multilevel models testing the spectrum, or shared underlying factor model, indicated depressive symptoms in adolescence were predicted by higher preschool extraversion and lower agreeableness and conscientiousness, externalizing symptoms were predicted by lower agreeableness and higher neuroticism, and worse global functioning was predicted by higher extraversion and neuroticism, and lower agreeableness and conscientiousness. Some associations held after accounting for the influence of baseline psychological symptoms, indicating support for a vulnerability relationship between personality and later psychopathology. No support was demonstrated for pathoplasty models such that personality did not influence the developmental course or change of psychopathology over time. Findings indicate personality dimensions measured as early as the preschool period prospectively impact psychopathology and functioning across child development, demonstrating support for both a spectrum and vulnerability relationship between youth personality and psychopathology.
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Affiliation(s)
- Kirsten E Gilbert
- Department of Psychiatry, Washington University, 660 S. Euclid Ave, St. Louis, MO, 63110, USA.
| | - Diana J Whalen
- Department of Psychiatry, Washington University, 660 S. Euclid Ave, St. Louis, MO, 63110, USA
| | - Rebecca Tillman
- Department of Psychiatry, Washington University, 660 S. Euclid Ave, St. Louis, MO, 63110, USA
| | - Deanna M Barch
- Department of Psychiatry, Washington University, 660 S. Euclid Ave, St. Louis, MO, 63110, USA
- The Program in Neuroscience, Washington University, 1 Brookings Drive, St. Louis, MO, 63130, USA
- Department of Psychological and Brain Sciences, Washington University, 1 Brookings Drive, St. Louis, MO, 63130, USA
- Department of Radiology, Washington University, 660 S. Euclid Ave, St. Louis, MO, 63110, USA
| | - Joan L Luby
- Department of Psychiatry, Washington University, 660 S. Euclid Ave, St. Louis, MO, 63110, USA
| | - Joshua J Jackson
- Department of Psychological and Brain Sciences, Washington University, 1 Brookings Drive, St. Louis, MO, 63130, USA
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28
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Clarifying the associations between Big Five personality domains and higher-order psychopathology dimensions in youth. JOURNAL OF RESEARCH IN PERSONALITY 2019. [DOI: 10.1016/j.jrp.2019.07.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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29
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Lee SJ, Park SH, Cloninger CR, Chae H. Behavior problems and personality in Korean high school students. PeerJ 2018; 6:e6106. [PMID: 30581682 PMCID: PMC6292374 DOI: 10.7717/peerj.6106] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2018] [Accepted: 11/14/2018] [Indexed: 11/20/2022] Open
Abstract
Introduction Extant studies have examined the effect of psychological characteristics on clinical features that define behavior problems. The purpose of this study was to analyze the effects of temperament and character as both individual factors and complex profiles on behavior problems in a community sample of adolescents. Methods Behavior problems and personality of 670 Korean high school students were measured with the Youth Self-Report (YSR) and Junior version of the Temperament and Character Inventory (JTCI). Stepwise regression analysis analyzed the effects of JTCI character and temperament traits on YSR Total, Internalizing and Externalizing subscale scores, and Profile Analysis examined differences of JTCI personality profiles among three latent YSR subscale profiles acquired from Latent Profile Analysis. Results Seven subscales of the JTCI explained 38% of the YSR total degree of behavior problems, and JTCI Novelty-Seeking and Harm-Avoidance were found to account for vulnerability while JTCI Reward-Dependence and Self-Directedness explained resilience to behavior problems. There were three distinct latent YSR profile groups based on nine YSR subscales, and low behavior problem group showed a resilient personality profile characterized by low Novelty-Seeking and Harm-Avoidance and high Reward-Dependence, Persistence, Self-Directedness and Cooperativeness while high behavior problem group exhibited a vulnerable personality profile of the opposite tendency. Discussion Temperament and character explained behavior problems of Korean high school students as both individual personality traits and a complex personality profile. The results and implications of this study were examined in regard to mental health of adolescents, and the importance of education in the development of mature personality are discussed.
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Affiliation(s)
- Soo Jin Lee
- Department of Psychology, Kyungsung University, Busan, South Korea
| | - Soo Hyun Park
- Department of Psychology, Yonsei University, Seoul, South Korea
| | - C Robert Cloninger
- Department of Psychiatry, School of Medicine, Washington University in St. Louis, St. Louis, MO, United States of America
| | - Han Chae
- School of Korean Medicine, Pusan National University, Busan, South Korea
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30
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Liutsko L, Iglesias T, Tous Ral JM, Veraksa A. Proprioceptive Indicators of Personality and Individual Differences in Behavior in Children With ADHD. Front Psychol 2018; 9:2325. [PMID: 30538654 PMCID: PMC6277632 DOI: 10.3389/fpsyg.2018.02325] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Accepted: 11/06/2018] [Indexed: 11/30/2022] Open
Abstract
Researchers have suggested that the link between personality traits and Attention-Deficit/Hyperactivity Disorder (ADHD) could be a crucial factor in understanding the disorder’s diatheses. The aim of our study was to contribute to research on personality differences (based on fine motor precision – a novel approach) in children with and without ADHD symptoms. The Children Sustained Attention Task (CSAT) and Proprioceptive Diagnostics of Temperament and Character (DP-TC) were administered to children with an ADHD diagnosis and age-matched controls. Correlational and ANOVA analyses were performed to see the association between the results of both tests and the groups’ performance. Correlational analysis suggests significant relationships between some personality dimensions (DP-TC) and correct detection in a sustained attention task (CSAT). Statistically significant differences were found between the groups on the personality dimensions (DP-TC), with the following characteristics for ADHD children: (a) temperamental tendency to pessimism; (b) high temperamental excitability; (c) high Emotionality, and (d) Behavioral Rigidity (meaning also less adaptation to changes in the environment, in temperament and character). Correct detection in the sustained attention test was significantly correlated with reaction time and the personality variables Style of Attention and Irritability. The results also showed high proprioceptive Emotionality and lack of emotional control in children with ADHD. This is an exploratory study, investigating for the first time the differences in personality (based on fine motor precision) and the relation of personality traits to scores in sustained attention for children with and without ADHD.
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Affiliation(s)
- Liudmila Liutsko
- Instituto Salud Global Barcelona, Barcelona, Spain.,Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Department of Personality, Assessment and Psychological Treatments, University of Barcelona, Barcelona, Spain
| | - Tania Iglesias
- Department of Psychology/Faculty of Humanities and Social Sciences, Universidad Del Norte, Barranquilla, Colombia.,Faculty of Fine Arts, Universidad del Atlántico, Barranquilla, Colombia
| | - Josep Maria Tous Ral
- Department of Personality, Assessment and Psychological Treatments, University of Barcelona, Barcelona, Spain
| | - Alexander Veraksa
- Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
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Zastrow BL, Martel MM, Widiger TA. Preschool Oppositional Defiant Disorder: A Disorder of Negative Affect, Surgency, and Disagreeableness. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2018; 47:967-977. [PMID: 27768388 PMCID: PMC6126983 DOI: 10.1080/15374416.2016.1225504] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Oppositional defiant disorder (ODD) is conceptualized as a disorder of negative affect and low effortful control. Yet empirical tests of trait associations with ODD remain limited. The current study examined the relationship between temperament and personality traits and Diagnostic and Statistical Manual of Mental Disorders (5th ed.) ODD symptom domains and related impairment in a preschool-age sample. Participants were 109 children ages 3-6 (59% male), overrecruited for ODD from the community, and their primary caregivers (87% mothers). ODD symptoms and impairment were measured using the Kiddie-Disruptive Behavior Disorder Schedule, temperament traits were measured using parent report on the Child Behavior Questionnaire and the Laboratory Temperament Assessment Battery, and personality traits were measured using examiner report on the California Child Q-Sort. Results suggest that high negative affect was associated with all three ODD symptom domains, whereas low agreeableness was specifically associated with the angry/irritable ODD symptom domain, and high surgency was associated with the argumentative/defiant and vindictive ODD symptom domains. Negative affect and surgency interacted with agreeableness to predict impairment, but not symptoms: Low agreeableness was associated with high impairment, regardless of other trait levels, whereas high negative affect and high surgency predicted high impairment in the presence of high agreeableness. Overall, results suggest ODD is a disorder of high negative affect. Furthermore, low agreeableness is differentially associated with affective ODD symptoms, and high surgency is associated with behavioral ODD symptoms. These traits interact in complex ways to predict impairment. Therefore, negative affect, agreeableness, and surgency may be useful early markers of ODD symptoms and impairment.
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Smith TE, Martel MM. Trait-Based Profiles of ADHD in Adolescents and Young Adults. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2018; 48:440-454. [PMID: 30028226 DOI: 10.1080/15374416.2018.1491004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Empirical work has examined the utility of using person-centered statistical approaches emphasizing traits to parsing attention deficit/hyperactivity disorder (ADHD) heterogeneity in preschool and school-age children. However, trait-based profiles have not yet been examined in other age ranges, specifically adolescence and young adulthood. Therefore, the goal of the present study is to examine trait-based profiles in adolescents and young adults with ADHD to evaluate their similarity with trait-based profiles in preschoolers and children with ADHD and through comparison with external correlates (e.g., comorbidity). One hundred eighty-two adolescents and 287 young adults completed measures of ADHD symptoms, personality and temperament traits, and comorbid internalizing and externalizing problems. Latent profile analysis suggested at least 3 consistent trait-based profiles related to ADHD within adolescents and young adults: low extraversion, high extraversion, and high neuroticism. These profiles were largely similar to those found in preschool and middle childhood and demonstrated similar comorbidity patterns, namely, the low-extraversion profile exhibited higher internalizing problems, the high-extraversion profile exhibited higher externalizing problems, and the small high-neuroticism profile exhibited descriptively higher levels of all comorbid problems. Such profiles may have utility for personalization of intervention based on trait profiles and comorbidity patterns, as well as-more speculatively-possible prognostic utility.
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Affiliation(s)
- Tess E Smith
- a Department of Psychology, University of Kentucky
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Lo SL. A meta-analytic review of the event-related potentials (ERN and N2) in childhood and adolescence: Providing a developmental perspective on the conflict monitoring theory. DEVELOPMENTAL REVIEW 2018. [DOI: 10.1016/j.dr.2018.03.005] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Anaya B, Pérez-Edgar K. Personality development in the context of individual traits and parenting dynamics. NEW IDEAS IN PSYCHOLOGY 2018; 53:37-46. [PMID: 30872892 DOI: 10.1016/j.newideapsych.2018.03.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Our conceptualization of adult personality and childhood temperament can be closely aligned in that they both reflect endogenous, likely constitutional dispositions. Empirical studies of temperament have focused on measuring systematic differences in emotional reactions, motor responses, and physiological states that we believe may contribute to the underlying biological components of personality. Although this work has provided some insight into the early origins of personality, we still lack a cohesive developmental account of how personality profiles emerge from infancy into adulthood. We believe the moderating impact of context could shed some light on this complex trajectory. We begin this article reviewing how researchers conceptualize personality today, particularly traits that emerge from the Five Factor Theory (FFT) of personality. From the temperament literature, we review variation in temperamental reactivity and regulation as potential underlying forces of personality development. Finally, we integrate parenting as a developmental context, reviewing empirical findings that highlight its important role in moderating continuity and change from temperament to personality traits.
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Longitudinal Relationships between Fathers’ Parenting Attitude and Preschoolers’ Externalizing Behavior Problem. ADONGHAKOEJI 2018. [DOI: 10.5723/kjcs.2018.39.1.19] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Baumert A, Schmitt M, Perugini M, Johnson W, Blum G, Borkenau P, Costantini G, Denissen JJA, Fleeson W, Grafton B, Jayawickreme E, Kurzius E, MacLeod C, Miller LC, Read SJ, Roberts B, Robinson MD, Wood D, Wrzus C. Integrating Personality Structure, Personality Process, and Personality Development. EUROPEAN JOURNAL OF PERSONALITY 2017. [DOI: 10.1002/per.2115] [Citation(s) in RCA: 213] [Impact Index Per Article: 30.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
In this target article, we argue that personality processes, personality structure, and personality development have to be understood and investigated in integrated ways in order to provide comprehensive responses to the key questions of personality psychology. The psychological processes and mechanisms that explain concrete behaviour in concrete situations should provide explanation for patterns of variation across situations and individuals, for development over time as well as for structures observed in intra–individual and inter–individual differences. Personality structures, defined as patterns of covariation in behaviour, including thoughts and feelings, are results of those processes in transaction with situational affordances and regularities. It cannot be presupposed that processes are organized in ways that directly correspond to the observed structure. Rather, it is an empirical question whether shared sets of processes are uniquely involved in shaping correlated behaviours, but not uncorrelated behaviours (what we term ‘correspondence’ throughout this paper), or whether more complex interactions of processes give rise to population–level patterns of covariation (termed ‘emergence’). The paper is organized in three parts, with part I providing the main arguments, part II reviewing some of the past approaches at (partial) integration, and part III outlining conclusions of how future personality psychology should progress towards complete integration. Working definitions for the central terms are provided in the appendix. Copyright © 2017 European Association of Personality Psychology
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Affiliation(s)
- Anna Baumert
- Max Planck Institute for Research on Collective Goods, Bonn, Germany
- School of Education, Technical University Munich, Germany
| | - Manfred Schmitt
- Department of Psychology, University of Koblenz-Landau, Germany
| | - Marco Perugini
- Department of Psychology, University of Milan-Bicocca, Italy
| | - Wendy Johnson
- Department of Psychology, University of Edinburgh, UK
| | - Gabriela Blum
- Department of Psychology, University of Koblenz-Landau, Germany
| | - Peter Borkenau
- Department of Psychology, Martin-Luther-Universität Halle-Wittenberg, Germany
| | | | | | | | - Ben Grafton
- Centre for the Advancement of Research on Emotion, School of Psychological Science, The University of Western Australia, Australia
| | | | - Elena Kurzius
- Department of Psychology, Martin-Luther-Universität Halle-Wittenberg, Germany
| | - Colin MacLeod
- Centre for the Advancement of Research on Emotion, School of Psychological Science, The University of Western Australia, Australia
| | - Lynn C. Miller
- Annenberg School for Communication and Journalism and Department of Psychology, University of Southern California, USA
| | - Stephen J. Read
- Department of Psychology, University of Southern California, USA
| | - Brent Roberts
- Department of Psychology, University of Illinois, USA
- Eberhard Karls University Tübingen, Germany
| | | | - Dustin Wood
- Department of Management, University of Alabama, USA
| | - Cornelia Wrzus
- Department of Psychology, Johannes Gutenberg University Mainz, Germany
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Crockett LJ, Wasserman AM, Rudasill KM, Hoffman L, Kalutskaya I. Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years. Child Dev 2017; 89:2176-2195. [PMID: 28766703 DOI: 10.1111/cdev.12910] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study examined teacher-child conflict as a possible mediator of the effects of temperamental anger and effortful control on subsequent externalizing behavior. Reciprocal influences between teacher-child conflict and externalizing behavior were also examined. Participants were 1,152 children (49% female; 81.6% non-Hispanic White) from the Study of Early Child Care and Youth Development. Multivariate growth curve modeling revealed that greater effortful control at age 54 months indirectly predicted lower levels of, and subsequent changes in, externalizing behavior from kindergarten to Grade 6 through reduced teacher-child conflict. An alternative model, in which greater effortful control predicted lower teacher-child conflict through lower externalizing behavior, received less support. Within persons, greater-than-expected teacher-child conflict predicted greater-than-expected teacher-reported externalizing behavior concurrently and over time.
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Abstract
This article reviews recent empirical literature on the prevalence, correlates, assessment, and treatment of preschool-onset internalizing disorders. Major advances in the acceptance and recognition of both preschool-onset depression and anxiety have occurred over the past decade. This work has been greatly enhanced by the discovery of genetic, neural, and physiologic indicators, which further validate these constellations of symptoms in young children. Despite this growth in research, much work still needs to be done to further elucidate the cause, risk, treatment, and protective factors for preschool-onset internalizing disorders.
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Laidra K, De Fruyt F, Konstabel K. Assessing childhood personality with the Estonian short version of the Hierarchical Personality Inventory for Children (HiPIC). PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.02.050] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Baardstu S, Karevold EB, von Soest T. Childhood antecedents of Agreeableness: A longitudinal study from preschool to late adolescence. JOURNAL OF RESEARCH IN PERSONALITY 2017. [DOI: 10.1016/j.jrp.2016.10.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Putnam SP, Gartstein MA. Aggregate temperament scores from multiple countries: Associations with aggregate personality traits, cultural dimensions, and allelic frequency. JOURNAL OF RESEARCH IN PERSONALITY 2017. [DOI: 10.1016/j.jrp.2016.07.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Chang H, Olson SL. Examining Early Behavioral Persistence as a Dynamic Process: Correlates and Consequences Spanning Ages 3-10 Years. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:799-810. [PMID: 26265432 DOI: 10.1007/s10802-015-0063-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
We investigated systematic changes in 3-year-olds' effortful persistence in a dyadic problem-solving context and explored their correlates (i.e., parenting behavior and demographic characteristics at 3 years) and consequences (i.e., child externalizing behavior at 3, 6, and 10 years) within a sample of 241 middle-income families (118 girls). Results indicated that children may be grouped into three classes based on their behavioral profiles of persistence. Children who were highly persistent over the course of the task were more likely to have higher levels of IQ and mothers who were observed to be more behaviorally responsive than those who showed consistently low levels of task-related behavior. Additionally, children who demonstrated stably low levels of persistence were rated by teachers to display more externalizing behavior at 6 and 10 years than those in the other groups. Profiles of persistence did not predict concurrent levels of child externalizing behavior at the age of 3 years. The findings are discussed with respect to expanding the scope of research on child self-regulation by defining it as a time based construct and tracking its dynamic changes.
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Affiliation(s)
- Hyein Chang
- Department of Psychology, Sungkyunkwan University, Humanities and Social Sciences Campus, 25-2, Sungkyunkwan-Ro, Jongno-Gu, Seoul, South Korea.
| | - Sheryl L Olson
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
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43
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Mouton B, Loop L, Stievenart M, Roskam I. Child differential sensitivity to parental self-efficacy improvement. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017. [DOI: 10.1177/0165025416687416] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study investigates the hypothesis of a child differential sensitivity to parenting improvement. One hundred and fourteen parents of preschoolers participated in two parenting micro-trials aiming to increase parental self-efficacy in view of improving child behavior. The first micro-trial took place in a short-term laboratory experiment; the other was an eight-week parenting group intervention, both focusing on altering parental cognition. Differential effects of parental self-efficacy improvement on child’s positive and negative behaviors, depending on child temperament, were compared at post-test between control and experimental groups. Both observation and questionnaires were used to measure child behavior as well as regression and Regions of Significance analyses. Child differential sensitivity was found both in the laboratory experiment and in the parenting intervention for the temperamental trait of negative emotionality but not for the temperamental trait of activity. However, this sensitivity was in an unexpected direction. Highly emotional children benefited less from this parental cognitive improvement than children low on emotionality. These results may be explained by the specific cognitive nature of these two parenting micro-trials.
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Affiliation(s)
- Bénédicte Mouton
- Psychological Sciences Research Institute, University of Louvain, Belgium
| | - Laurie Loop
- Psychological Sciences Research Institute, University of Louvain, Belgium
| | | | - Isabelle Roskam
- Psychological Sciences Research Institute, University of Louvain, Belgium
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45
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de Haan A, De Pauw S, van den Akker A, Deković M, Prinzie P. Long-Term Developmental Changes in Children's Lower-Order Big Five Personality Facets. J Pers 2016; 85:616-631. [PMID: 27341779 DOI: 10.1111/jopy.12265] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
OBJECTIVE This study examined long-term developmental changes in mother-rated lower-order facets of children's Big Five dimensions. METHOD Two independent community samples covering early childhood (2-4.5 years; N = 365, 39% girls) and middle childhood to the end of middle adolescence (6-17 years; N = 579, 50% girls) were used. All children had the Belgian nationality. Developmental changes were examined using cohort-sequential latent growth modeling on the 18 facets of the Hierarchical Personality Inventory for Children. RESULTS In early childhood, changes were mostly similar across child gender. Between 2 and 4.5 years, several facets showed mean-level stability; others changed in the direction of less Extraversion and Emotional Stability, and more Benevolence and Imagination. The lower-order facets of Conscientiousness showed opposite changes. Gender differences became more apparent from middle childhood onward for facets of all dimensions except Imagination, for which no gender differences were found. Between 6 and 17 years, same-dimension facets showed different shapes of growth. Facets that changed linearly changed mostly in the direction of less Extraversion, Benevolence, Conscientiousness, Emotional Stability, and Imagination. Changes in facets for which nonlinear growth was found generally moved in direction or magnitude during developmental transitions. CONCLUSION This study provides comprehensive, fine-grained knowledge about personality development during the first two decades of life.
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Vandeweghe L, Vervoort L, Verbeken S, Moens E, Braet C. Food Approach and Food Avoidance in Young Children: Relation with Reward Sensitivity and Punishment Sensitivity. Front Psychol 2016; 7:928. [PMID: 27445898 PMCID: PMC4919346 DOI: 10.3389/fpsyg.2016.00928] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Accepted: 06/06/2016] [Indexed: 02/04/2023] Open
Abstract
It has recently been suggested that individual differences in Reward Sensitivity and Punishment Sensitivity may determine how children respond to food. These temperamental traits reflect activity in two basic brain systems that respond to rewarding and punishing stimuli, respectively, with approach and avoidance. Via parent-report questionnaires, we investigate the associations of the general motivational temperamental traits Reward Sensitivity and Punishment Sensitivity with Food Approach and Food Avoidance in 98 preschool children. Consistent with the conceptualization of Reward Sensitivity in terms of approach behavior and Punishment Sensitivity in terms of avoidance behavior, Reward Sensitivity was positively related to Food Approach, while Punishment Sensitivity was positively related to Food Avoidance. Future research should integrate these perspectives (i.e., general temperamental traits Reward Sensitivity and Punishment Sensitivity, and Food Approach and Avoidance) to get a better understanding of eating behavior and related body weight.
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Affiliation(s)
- Laura Vandeweghe
- Department of Developmental, Personality and Social Psychology, Ghent University Ghent, Belgium
| | - Leentje Vervoort
- Department of Developmental, Personality and Social Psychology, Ghent University Ghent, Belgium
| | - Sandra Verbeken
- Department of Developmental, Personality and Social Psychology, Ghent University Ghent, Belgium
| | - Ellen Moens
- Department of Developmental, Personality and Social Psychology, Ghent University Ghent, Belgium
| | - Caroline Braet
- Department of Developmental, Personality and Social Psychology, Ghent University Ghent, Belgium
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Herzhoff K, Smack AJ, Reardon KW, Martel MM, Tackett JL. Child Personality Accounts for Oppositional Defiant Disorder Comorbidity Patterns. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2016; 45:327-335. [PMID: 27233508 DOI: 10.1007/s10802-016-0162-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Affiliation(s)
- Kathrin Herzhoff
- Department of Psychology, Northwestern University, Swift Hall 102, 2029 Sheridan Road, Evanston, IL, 60208, USA.
| | - Avanté J Smack
- Department of Psychology, Northwestern University, Swift Hall 102, 2029 Sheridan Road, Evanston, IL, 60208, USA
| | - Kathleen W Reardon
- Department of Psychology, Northwestern University, Swift Hall 102, 2029 Sheridan Road, Evanston, IL, 60208, USA
| | - Michelle M Martel
- Department of Psychology, University of Kentucky, Lexington, KY, USA
| | - Jennifer L Tackett
- Department of Psychology, Northwestern University, Swift Hall 102, 2029 Sheridan Road, Evanston, IL, 60208, USA.
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Temperament and peer problems from early to middle childhood: Gene-environment correlations with negative emotionality and sociability. Dev Psychopathol 2016; 27:1089-109. [PMID: 26439064 DOI: 10.1017/s095457941500070x] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Based in a transactional framework in which children's own characteristics and the social environment influence each other to produce individual differences in social adjustment, we investigated relationships between children's peer problems and their temperamental characteristics, using a longitudinal and genetically informed study of 939 pairs of Israeli twins followed from early to middle childhood (ages 3, 5, and 6.5). Peer problems were moderately stable within children over time, such that children who appeared to have more peer problems at age 3 tended to have also more peer problems at age 6.5. Children's temperament accounted for 10%-22% of the variance in their peer problems measured at the same age and for 2%-7% of the variance longitudinally. It is important that genetic factors accounted for the association between temperament and peer problems and were in line with a gene-environment correlation process, providing support for the proposal that biologically predisposed characteristics, particularly negative emotionality and sociability, have an influence on children's early experiences of peer problems. The results highlight the need for early and continuous interventions that are specifically tailored to address the interpersonal difficulties of children with particular temperamental profiles.
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Vollrath ME, Hampson SE, Torgersen S. Constructing a short form of the hierarchical personality inventory for children (HiPIC): the HiPIC-30. Personal Ment Health 2016; 10:152-65. [PMID: 27120426 DOI: 10.1002/pmh.1334] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/13/2015] [Revised: 01/06/2016] [Accepted: 02/16/2016] [Indexed: 11/09/2022]
Abstract
Children's personality traits are invaluable predictors of concurrent and later mental and physical health. Several validated longer inventories for assessing the widely recognized Five-Factor Model of personality in children are available, but short forms are scarce. This study aimed at constructing a 30-item form of the 144-item Hierarchical Personality Inventory for Children (HiPIC) (Mervielde & De Fruyt, ). Participants were 1543 children aged 6-12 years (sample 1) and 3895 children aged 8 years (sample 2). Sample 1 completed the full HiPIC, from which we constructed the HiPIC-30, and the Child Behaviour Checklist (Achenbach, ). Sample 2 completed the HiPIC-30. The HiPIC-30 personality domains correlated over r = .90 with the full HiPIC domains, had good Cronbach's alphas and correlated similarly with CBCL behaviour problems and gender as the full HiPIC. The factor structures of the HiPIC-30 were convergent across samples, but the imagination factor was not clear-cut. We conclude that the HiPIC-30 is a reliable and valid questionnaire for the Five-Factor personality traits in children. Copyright © 2016 John Wiley & Sons, Ltd.
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Kotelnikova Y, Olino TM, Klein DN, Mackrell SVM, Hayden EP. Higher and Lower Order Factor Analyses of the Temperament in Middle Childhood Questionnaire. Assessment 2016; 24:1050-1061. [PMID: 27002124 DOI: 10.1177/1073191116639376] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The Temperament in Middle Childhood Questionnaire (TMCQ) is a widely used parent-report measure of temperament. However, neither its lower nor higher order structures has been tested via a bottom-up, empirically based approach. We conducted higher and lower order exploratory factor analyses (EFAs) of the TMCQ in a large ( N = 654) sample of 9-year-olds. Item-level EFAs identified 92 items as suitable (i.e., with loadings ≥.40) for constructing lower order factors, only half of which resembled a TMCQ scale posited by the measure's authors. Higher order EFAs of the lower order factors showed that a three-factor structure (Impulsivity/Negative Affectivity, Negative Affectivity, and Openness/Assertiveness) was the only admissible solution. Overall, many TMCQ items did not load well onto a lower order factor. In addition, only three factors, which did not show a clear resemblance to Rothbart's four-factor model of temperament in middle childhood, were needed to account for the higher order structure of the TMCQ.
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