Personality Stability from Childhood to Midlife: Relating Teachers' Assessments in Elementary School to Observer- and Self-Ratings 40 Years Later.
Personality Stability from Childhood to Midlife: Relating Teachers' Assessments in Elementary School to Observer- and Self-Ratings 40 Years Later.
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DOI：
10.1016/j.jrp.2013.05.003
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发表时间：
2013-10-01
影响因子：
3.3
通讯作者：
Barckley M
中科院分区：
文献类型：
--
作者：
Edmonds GW;Goldberg LR;Hampson SE;Barckley M
我们报告了夏威夷人格与健康队列中平均40年人格特质的纵向稳定性，这些队列将童年教师对人格的评估与成人自我和观察者报告联系起来。在成年期的自我评价的基础上的稳定性进行了比较，所测量的结构化面试的五因素模型（SIFFM），和特质评级完成的面试官。虽然自我报告和自我评价之间的趋同是适度的，但儿童时期的特征在成年后的各种方法中表现出相似的稳定性水平。外向性和责任心一般表现出较高的稳定性，而神经质没有表现出。对于可接受性和智力/开放性，稳定性是最高的评估时，与其他评级。这些研究结果进行了讨论，在性状的评价性和可观察性的测量方法的差异。
We report on the longitudinal stability of personality traits across an average 40 years in the Hawaii Personality and Health Cohort relating childhood teacher assessments of personality to adult self- and observer- reports. Stabilities based on self-ratings in adulthood were compared to those measured by the Structured Interview for the Five-Factor Model (SIFFM), and trait ratings completed by interviewers. Although convergence between self-reports and observer-ratings was modest, childhood traits demonstrated similar levels of stability across methods in adulthood. Extraversion and Conscientiousness generally showed higher stabilities, whereas Neuroticism showed none. For Agreeableness and Intellect/Openness, stability was highest when assessed with observer-ratings. These findings are discussed in terms of differences in trait evaluativeness and observability across measurement methods.
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影响因子：
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FRIEDMAN, HS;TUCKER, JS;CRIQUI, MH
通讯作者：
CRIQUI, MH
影响因子：
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