Continuity and change of childhood personality characteristics through the lens of teachers

Peter Prinzie*, Maja Deković

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

23 Citations (Scopus)

Abstract

This 3-year longitudinal study provides a comprehensive analysis of continuity and change in teacher ratings of personality characteristics of 475 children (6-9 years old). Personality was measured with the 144-item Hierarchical Personality Inventory for Children. Data were analyzed using four different methods: differential continuity, mean-level continuity, individual differences in continuity, and ipsative continuity. Convergent evidence pointing toward personality continuity, as opposed to change, was found. Analyses indicated small normative (i.e. mean-level) changes, moderate rank-order stability correlations, high individual-level continuity and moderate levels of ipsative (i.e. profile) stability. The only gender difference that was found is that more girls than expected decreased on self-confidence.

Original languageEnglish
Pages (from-to)82-88
Number of pages7
JournalPersonality and Individual Differences
Volume45
Issue number1
DOIs
Publication statusPublished - Jul 2008

Fingerprint

Dive into the research topics of 'Continuity and change of childhood personality characteristics through the lens of teachers'. Together they form a unique fingerprint.

Cite this