Swipe om te navigeren naar een ander artikel
The lack of empirical research relating temperament models and personality hinders conceptual integration and holds back research linking childhood traits to problem behavior or maladjustment. This study evaluates, within a sample of 443 preschoolers, the relationships between children’s maladaptation and traits measured by three temperament models (Thomas and Chess, Buss and Plomin, and Rothbart), and a Five-Factor based personality model. Adequate reliabilities and expected factor structures are demonstrated for most scales. A joint principal component analysis combining 28 temperament and 18 personality scales indicates a six-factor model, distinguishing Sociability, Activity, Conscientiousness, Disagreeableness, Emotionality, and Sensitivity. Regression analyses reveal that although single temperament and personality scales explain from 23% to 37% of problem behavior variance, the six components explain from 41% to 49% and provide a clearer differentiation among CBCL-problem scales. This age-specific taxonomy refines and corroborates conclusions based on narrative reviews and furnishes a more balanced view of trait–maladjustment relationships.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms & profiles. Burlington, VT: University of Vermont, Department of Psychiatry.
Angleitner, A., & Ostendorf, F. (1994). Temperament and the Big Five factors of personality. In C. F. Halverson, G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (pp. 69–90). Hillsdale, NJ: Erlbaum.
Asendorpf, J. B., & Denissen, J. J. A. (2006). Predictive validity of personality types versus personality dimensions from early childhood to adulthood: Implications for the distinction between core and surface traits. Merrill–Palmer Quarterly-Journal of Developmental Psychology, 52, 486–513. doi: 10.1353/mpq.2006.0022.
Bates, J. E. (1990). Conceptual and empirical linkages between temperament and behavior problems: A commentary on the Sanson, Prior, and Kyrios study. Merrill–Palmer Quarterly, 36, 193–199.
Buss, A. H., & Plomin, R. (1975). A temperament theory of personality development. New York: Wiley.
Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum.
Caspi, A., & Shiner, R. L. (2006). Personality development. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 300–364, 6th ed.). New York: Wiley.
Eaton, W. (1994). Temperament, development, and the five-factor model: Lessons from activity level. In C. F. Halverson, G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (pp. 173–188). Hillsdale, NJ: Erlbaum.
Halverson, C. F., Havill, V. L., Deal, J., Baker, S. R., Victor, J. B., Pavlopoulos, V., et al. (2003). Personality structure as derived from parental ratings of free descriptions of children: The inventory of child individual differences. Journal of Personality, 71, 995–1026. doi: 10.1111/1467-6494.7106005. PubMedCrossRef
Leenders, F., van Tijen, N., van der Vlugt, E., & Super, C. M. (1992). Dutch translation of the Behavior Styles Questionnaire for children aged 3 to 7. Amsterdam: OOS.
Lengua, L. J., West, S. G., & Sandler, I. N. (1998). Temperament as a predictor of symptomatology in children: Addressing contamination of measures. Child Development, 69, 164–181. PubMed
Martin, R. P., Wisenbaker, J., & Huttunen, M. (1994). Review of factor analytic studies of temperament measures based on the Thomas–Chess structural model: Implications for the Big Five. In C. F. Halverson, G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (pp. 157–172). Hillsdale, NJ: Erlbaum.
Measelle, J. R., John, O. P., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (2005). Can children provide coherent, stable, and valid self-reports on the Big Five dimensions? A longitudinal study from ages 5 to 7. Journal of Personality and Social Psychology, 89, 90–106. doi: 10.1037/0022-35220.127.116.11. PubMedCrossRef
Mervielde, I., & Asendorpf, J. B. (2000). Variable-centered versus person-centered approaches to childhood personality. In S. E. Hampson (Ed.), Advances in personality psychology, vol. 1 (pp. 37–76). Philadelphia: Taylor & Francis.
Mervielde, I., & De Fruyt, F. (2002). Assessing children’s traits with the hierarchical personality inventory for children. In B. De Raad, & M. Perugini (Eds.), Big five assessment (pp. 129–146). Seattle: Hogrefe & Huber.
Mervielde, I., De Clercq, B., De Fruyt, F., & Van Leeuwen, K. (2006). Temperament and personality as broad-spectrum antecedents of psychopathology in childhood and adolescence. In T. A. Widiger, E. Simonsen, P. J. Sirovatka, & D. A. Regier (Eds.), Dimensional models of personality disorders. Refining the research agenda for DSM-V (pp. 85–109). Washington, DC: American Psychiatric Association.
Muris, P., Meesters, C., & Blijlevens, P. (2007). Self-reported reactive and regulative temperament in early adolescence: Relations to internalizing and externalizing problem behavior and “Big Three” personality factors. Journal of Adolescence, 30, 1035–1049. doi: 10.1016/j.adolescence.2007.03.003. PubMedCrossRef
Prinzie, P., Onghena, P., & Hellinckx, W. (2005). Parent and child personality traits and children’s externalizing problem behavior from age 4 to 9 years: A cohort-sequential latent growth curve analysis. Merrill–Palmer Quarterly-Journal of Developmental Psychology, 51, 335–366. doi: 10.1353/mpq.2005.0017.
Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 105–176, 5th ed.). New York: Wiley.
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 99–166, 6th ed.). New York: Wiley.
Rothbart, M. K., & Posner, M. I. (2006). Temperament, attention, and developmental psychopathology. In D. Cicchetti, & D. J. Cohen (Eds.), Developmental psychopathology: vol. 2. Developmental Neuroscience (pp. 465–501, 2nd ed.). New York: Wiley.
Sanson, A., Prior, M., & Kyrios, M. (1990). Contamination of measures in temperament research. Merrill–Palmer Quarterly-Journal of Developmental Psychology, 36, 179–192.
Super, C. M., Axia, G., Harkness, S., Welles-Nyström, B., Zylicz, P. O., Parmar, P., et al. (2008). Culture, temperament, and the “difficult child” in seven Western cultures. European Journal of Developmental Science, 2, 136–157.
- How Are Traits Related to Problem Behavior in Preschoolers? Similarities and Contrasts Between Temperament and Personality
Sarah S. W. De Pauw
Karla G. Van Leeuwen
- Springer US