Self-esteem, personality and achievement in high school: a prospective longitudinal study in Texas.
Self-esteem, personality and achievement in high school: a prospective longitudinal study in Texas.
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高中的自尊、个性和成就：德克萨斯州的一项前瞻性纵向研究。
DOI：
10.1111/1467-6494.7106004
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发表时间：
2003
影响因子：
5
通讯作者：
Graziano,WilliamG
中科院分区：
文献类型：
--
作者：
Hair,ElizabethC;Graziano,WilliamG
这项研究探讨了四个实证问题：（1）自尊是否比人格的其他方面更能预测学业成功和调整？ （2）从初中到高中的过渡过程中，自尊与人格的大五维度有何关系？ (3) 宜人性或开放性等性格是否与青少年的适应有关并影响对自我的反应？ (4) 有关青少年的信息来源（例如自我评价、其他评价、客观“生活史”）是否一致？我们还探讨了一个普遍的假设，即中学时期的性格、自尊和教师的调整评分可以预测高中时期的后期生活结果。总体而言，结果表明，在这个过渡时期，大五人格特征比自尊更稳定。中学时评估的宜人性和开放性与以后的学业能力和行为举止、学业成功以及高中的适应有关。从人格发展和自我评价方面对结果进行了讨论。
This research explored four empirical questions: (1) Is self‐esteem a better predictor of academic success and adjustment than other aspects of personality? (2) How is self‐esteem related to Big‐Five dimensions of personality during the transition from middle school to high school? (3) Do dispositions like Agreeableness or Openness relate to an adolescent's adaptation and affect reactions to the self? and (4) Do sources of information about adolescents (e.g., self‐rating, other rating, objective “life history”) converge? We also explored the general hypothesis that personality, self‐esteem, and teachers' ratings of adjustment during the middle school years predict later life outcomes during high school. Overall, results indicate Big‐Five personality characteristics were more stable than self‐esteem across this transition period. Agreeableness and Openness assessed in middle school are related to later scholastic competence and behavioral conduct, academic success, and adjustment in high school. Results were discussed in terms of personality development and self‐evaluation.