Nave Christopher S, Edmonds Grant W, Hampson Sarah E, Murzyn Theresa, Sauerberger Kyle S
Rutgers University, Camden.
Oregon Research Institute.
J Res Pers. 2017 Apr;67:183-189. doi: 10.1016/j.jrp.2016.10.001. Epub 2016 Oct 8.
The current study uses a prospective, longitudinal design and lifespan perspective to understand how child personality relates to directly observed adult behavior during cognitive testing. Teacher assessments of child Big Five personality in elementary school were correlated with directly observed behaviors during a videotaped cognitive test four decades later. Past work suggested Openness and Conscientiousness may relate to task-relevant academic behaviors. Childhood Openness was associated with several behaviors, even after controlling for participant's cognitive performance. Childhood Conscientiousness was also related to behavior, but not as expected. Other Big Five ratings were not reliably related to behavior. The study examined personality stability in a unique way and suggests a further examination of how Openness in children manifests in later behavior.
本研究采用前瞻性纵向设计和毕生发展视角，以了解儿童个性如何与认知测试期间直接观察到的成人行为相关。小学教师对儿童大五人格的评估与四十年后录像认知测试期间直接观察到的行为相关。过去的研究表明，开放性和尽责性可能与任务相关的学术行为有关。即使在控制了参与者的认知表现之后，童年时期的开放性仍与多种行为相关。童年时期的尽责性也与行为有关，但与预期不符。其他大五人格评分与行为没有可靠的关联。该研究以独特的方式考察了人格稳定性，并建议进一步研究儿童的开放性如何在后期行为中表现出来。
