Longitudinal analysis of the self and personality /
Adolescence is a time of transition and change. Nowhere in the life course are conflicts among diverse intrapersonal and interpersonal forces and problems of adjustment more apparent than in the transition to adolescence (e.g., Larson & Richards, 1994., Simmons & Blythe, 1987). This study wa...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733675611&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Adolescence is a time of transition and change. Nowhere in the life course are conflicts among diverse intrapersonal and interpersonal forces and problems of adjustment more apparent than in the transition to adolescence (e.g., Larson & Richards, 1994., Simmons & Blythe, 1987). This study was designed to explore the transition from middle school to high school. Specifically, this study is interested in the stability of personality and self- esteem during this transition. We are also interested in whether aspects of the self-system, five-factor personality structure, or teachers' ratings of adjustment during the middle school years predict problems of adjustment or ''life history'' problems during young adulthood. This research project used three converging methods of data collection: self-report data (S-data), teacher report data (R-data), and objective data (L-data). Participants were (N=147) 9th through 12th a graders in Brazos Valley, in Central Texas. Adolescents used a computer to provide self-descriptions of their personality and self-esteem (S-data). Teachers were also asked for their professional judgments of the students' personality and adjustment to school (R-data). Objective information in the form of archived records of the students' performance in school (i.e., GPA, attendance, disciplinary reports) were collected (L-data). Results suggest that middle school personality, self-esteem, and adjustment are related to high school adjustment and outcomes. Adolescents who were rated high on Agreeableness, Conscientiousness, or Intellect and rated themselves high on Scholastic competence were rated as better adjusted in high school and had more positive behavioral outcomes in high school. Results are discussed in terms of the sociometer theory (Leary & Downs, 1995) and Calsyn and Kenny's (1977) competing models of self-enhancement and school achievement. |
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| Item Description: | Vita. "Major Subject: Psychology". |
| Physical Description: | xvi, 220 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 191-211). |