Probing the Big Five in Adolescence: Personality and Adjustment during a Developmental Transition
Document Type
Article
Publication Date
1-1-1992
Abstract
ABSTRACT The present study probed the links among Big Five personality differences, self‐reported personality differences, and adjustment to school among young adolescents. We used a multimethod converging analysis, with three sources of data: (a) adolescent self‐report on standardized personality inventories; (b) classroom teacher trait ratings and evaluations of adjustment; and (c) school guidance counselor evaluations of adjustment. Evaluations of adolescent adjustment were systematically related to Big Five personality differences, as assessed by both classroom teachers' and school counselors' ratings. For classroom teachers, adjustment was closely related to evaluations on the Big Five dimension of Conscientiousness. Adolescent self‐report on several standardized measures was not related to adult evaluation of school adjustment. We suggest that the five‐factor model may be a useful tool for probing adjustment during the transition to adolescence. Copyright © 1992, Wiley Blackwell. All rights reserved
DOI
10.1111/j.1467-6494.1992.tb00979.x
First Page
425
Last Page
439
Volume
60
Issue
2
Publication Title
Journal of Personality
ISSN
00223506
Recommended Citation
Grazlano, W. G., & Ward, D. (1992). Probing the big five in adolescence: Personality and adjustment during a developmental transition. Journal of Personality, 60(2), 425-439. doi:10.1111/j.1467-6494.1992.tb00979.x
Comments
At the time of publication, David W. Ward was affiliated with University of Georgia.