Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
| <mark>Journal publication date</mark> | 30/06/2023 |
|---|---|
| <mark>Journal</mark> | Journal of personality |
| Issue number | 3 |
| Volume | 91 |
| Number of pages | 12 |
| Pages (from-to) | 601-612 |
| Publication Status | Published |
| Early online date | 7/08/22 |
| <mark>Original language</mark> | English |
OBJECTIVE: Personality traits change from childhood through late-adolescence, however the effects of social expectations and self-regulatory efforts remain unknown. This study aims to explore mechanisms underlying personality development by assessing mean levels personality traits from childhood to late-adolescence.
METHOD: We used Common-Language California Child Q-Set to measure youths' (N = 11,000) mean personality trait levels; social expectations for these traits as perceived by parents (N = 47), teachers (N = 42) and students (N = 120); and self-regulatory efforts required for achieving the desired levels in these traits as perceived by parents (N = 27), teachers (N = 26), and students (N = 54).
RESULTS: Expectations for youths' traits were consistent, regardless of raters' or youths' age. In our unique between-trait study design, traits' mean levels were positively associated with expectations for them, but age differences minimally tracked these expectations. Traits' required self-regulatory efforts were not associated with their developmental trends.
CONCLUSIONS: Results were only partially consistent with existing developmental theories of personality development.