Abstract
Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in identity, but
little research is available that supports this hypothesis. The present study addressed this relatively understudied area
of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness,
Agreeableness, and Conscientiousness) with dimensions of identity formation (i.e., identification with commitment and exploration
in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late
adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that
changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth.
Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational identity dimensions.
Educational identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality
trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores
the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality
traits, educational identity dimensions, and academic progress in late adolescents.
little research is available that supports this hypothesis. The present study addressed this relatively understudied area
of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness,
Agreeableness, and Conscientiousness) with dimensions of identity formation (i.e., identification with commitment and exploration
in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late
adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that
changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth.
Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational identity dimensions.
Educational identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality
trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores
the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality
traits, educational identity dimensions, and academic progress in late adolescents.
- Content Type Journal Article
- Category Empirical Research
- Pages 1-16
- DOI 10.1007/s10964-011-9734-7
- Authors
- Theo A. Klimstra, School Psychology and Child and Adolescent Development, Catholic University Leuven, Tiensestraat 102, Bus 3717, 3000 Leuven, Belgium
- Koen Luyckx, School Psychology and Child and Adolescent Development, Catholic University Leuven, Tiensestraat 102, Bus 3717, 3000 Leuven, Belgium
- Veerle Germeijs, School Psychology and Child and Adolescent Development, Catholic University Leuven, Tiensestraat 102, Bus 3717, 3000 Leuven, Belgium
- Wim H. J. Meeus, Research Centre Adolescent Development, Utrecht University, Utrecht, The Netherlands
- Luc Goossens, School Psychology and Child and Adolescent Development, Catholic University Leuven, Tiensestraat 102, Bus 3717, 3000 Leuven, Belgium
- Journal Journal of Youth and Adolescence
- Online ISSN 1573-6601
- Print ISSN 0047-2891