Direction of associations between personality traits and educational identity processes: Between- and within-person associations.
between-person effects
educational identity process
longitudinal
personality traits
within-person effects
Journal
Journal of adolescence
ISSN: 1095-9254
Titre abrégé: J Adolesc
Pays: England
ID NLM: 7808986
Informations de publication
Date de publication:
07 2022
07 2022
Historique:
revised:
26
05
2022
received:
13
12
2021
accepted:
26
05
2022
pubmed:
14
6
2022
medline:
14
7
2022
entrez:
13
6
2022
Statut:
ppublish
Résumé
In adolescence, personality traits and educational identity processes are interwoven. Previous studies have shown that personality traits predict healthy identity commitment and exploration in education. However, the direction of associations between personality traits and an identity process that searches for another identity option (i.e., reconsideration of commitment) is unclear. Furthermore, there is a lack of prospective studies regarding the direction of the association between personality traits and the educational identity process using within-person methods. Therefore, this study examined the direction of these associations. Participants of this four-wave longitudinal study comprised 618 Japanese 13-year-old adolescents (53.3% girls). This study involved a 1-year-interval assessment. Cross-lagged panel models (CLPM) indicated that four personality traits (neuroticism, agreeableness, and conscientiousness) predicted three educational identity processes, while reconsideration of commitment predicted two personality traits (i.e., neuroticism and conscientiousness). Random intercept cross-lagged panel models (RI-CLPM) indicated that agreeableness predicted healthy commitment, while commitment predicted agreeableness at within-person level. The findings from CLPM suggest that reconsideration of commitment is a significant factor to predict healthy (i.e., conscientiousness) and unhealthy (i.e., neuroticism) personality traits in individual differences. Furthermore, the findings from RI-CLPM suggest that agreeableness may be a key trait in promoting healthy educational identity commitment. Theoretical and practical implications of these findings are discussed.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
763-775Informations de copyright
© 2022 The Foundation for Professionals in Services for Adolescents.
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