PERSONALITY

Personality Differences in Children

Personality Differences in Children

Introduction

For many years, the focus of personality psychology has been on individual differences in people (McAdams, 1997). Researchers have constructed personality taxonomies, analyzed questionnaires, and conducted observations to gain a better understanding of how people differ in terms of personality (Goldberg, 1990; McCrae & John, 1992). As a result, psychologists have found there are fundamental dimensions of personality (McCrae & John, 1992).

Personality can be described using continuums of multiple complex variables. Some psychologists believe there are only a couple fundamental dimensions of personality which adequately explain individual differences between people (Block & Block, 1980). Other psychologists believe there are many fundamental dimensions of personality which adequately explain individual differences between people (McCrae & John, 1992). Despite their differences, all models of personality help explain how individuals differ in their interactions with their environments.

In the 1930s, Allport and Odbert constructed a list of personality terms from the English language (Digman, 1990; John et al., 1988). They identified approximately 18,000 terms that could distinguish the behavior of one individual from another. They placed the terms in four categories. In the first category, they placed terms that described general, stable, and consistent tendencies of individuals and the ways in which individuals adjust to their environments. The second category included terms that described temporary moods or activities of people. In the third category, they placed terms that described social conduct, character, and influence on others. The fourth category included miscellaneous terms that described physical qualities, talents, and other aspects of personality that did not fit into one of the other categories.

Discussion

Personality over Development

In the study of personality, researchers have examined the stability of personality over time. They have conducted longitudinal studies to explore whether personality in young children is a predictor of personality in adulthood. Is personality stable? Does personality change over time? Are the same personality factors present at each age? Can personality in early childhood predict personality in adulthood? Hart, Keller, Edelstein, and Hofmann (1998) explored the stability of personality by examining the relationship between childhood personality and social-cognitive development over time.

One hundred and seven children were interviewed at age 7 years on three different occasions. During the interviews, the children were administered personality measures, an IQ test, Piaget cognitive tasks, and measures of social understanding and friendship. At ages 9 and 12 years, the children were rated by their teachers on classroom behavior. At ages 9, 12, and 15 years, they were interviewed about their understandings of friendship.

At ages 12 and 15 years, they were asked to respond to modified moral judgment dilemmas. At age 19 years, they were interviewed about their lives, social issues, and friendship. They also responded to moral judgment dilemmas at this age. The researchers found that ego-resiliency was predictive of socialcognitive development in adolescence. Highly ego-resilient children demonstrated a greater understanding of friendship and moral judgment in adolescence. These findings suggest that personality in early childhood can predict components of personality in ...