Actual and volitional personality change across study abroad.

OBJECTIVES: According to personality development theories, the dramatic environmental transition of study abroad may form a crucible for personality change. Location, social roles, and cultural familiarity suddenly shift, potentially disrupting old habits and creating new ones, building upon the typical maturation occurring during college age. The current study poses questions about selection and socialization effects of study abroad on personality, actual and volitional change in personality, and whether adjustment to study abroad catalyzes change. METHOD: Longitudinal studies were conducted with Japanese students studying for one year in the USA (N = 300), and a comparison sample of students in an English-language program at their university in Japan (N = 108). Big Five personality traits and trait-relevant behavior were assessed at the beginning and end of the programs, along with three types of volitional change: expectations, perceptions, and desires. RESULTS: Study abroad showed selection effects for higher Extraversion and Emotional Stability traits and developmental and socialization effects of increases in Openness behavior. Expected and perceived change corresponded with actual change (but desired change did not), and cultural adjustment predicted socially desirable trait-relevant behavior before students' return home. CONCLUSIONS: Study abroad was revealed as an environment wherein students both subjectively experienced and actually demonstrated changes in trait-relevant behavior.

Age Differences Across Adulthood in Interpretations of Situations and Situation-Behaviour Contingencies for Big Five States.

In the last two decades, a burgeoning literature has begun to clarify the processes underlying personality traits and momentary trait-relevant behavior. However, such work has almost exclusively investigated these questions in young adults. During the same period, much has been learned about adult personality trait development but with scant attention to the momentary processes that contribute to development. The current work connects these two topics, testing developmental questions about adult age differences and thus examining how age matters to personality processes. The study examines how four important situation characteristics are experienced in everyday life and how situations covary with Big Five trait-relevant behavior (i.e., situation-behavior contingencies). Two samples were collected (total N=316), each assessing three age groups: young, middle-aged, and older adults. Using ESM, participants completed reports 4 or 5 times per day across a representative period of daily life. Results suggested age differences in how situations are experienced on average, in the variability around these average situation experiences, and in situation-behavior contingencies. The results therefore highlight that, across adulthood, age groups experience chronically different situations, differ in how much the situations they experience vary moment to moment, and differ in how much situation experience predicts their enactment of traits.

Personality development and adjustment in college: A multifaceted, cross-national view.

The current study is among the first to examine rank-order stability and mean-level change across college in both broad Big Five personality trait domains (e.g., Neuroticism) and the narrower facets underlying these domains (i.e., self-reproach, anxiety, and depression). In addition, the current study tests longitudinal associations between Big Five domains and facets and 3 aspects of adjustment: self-esteem, academic adjustment, and social adjustment in college. Specifically, the study examines codevelopment (correlated change), personality effects on later changes in adjustment, and adjustment effects on later changes in personality. Two large longitudinal samples from different countries were employed. Results suggested that rank-order stabilities of facets were generally large (i.e., >.50) across samples, and comparable with those observed for trait domains. Mean-level findings were largely in line with the maturity principle: levels of neuroticism and (most of) its facets decreased, whereas levels of the other domains and facets were either stable or increased. However, patterns sometimes slightly differed between facets of the same trait domain. All 3 types of longitudinal associations between personality and adjustment were found, but unlike mean-level change often varied by facet. The Extraversion facet of positive affect and the Conscientiousness facets of goal-striving and dependability were positively associated with all 3 adjustment indicators in both samples, whereas the Neuroticism facets of depression and self-reproach were consistently negatively associated with adjustment. In sum, our findings demonstrate that considering Big Five trait facets may be useful to reveal the nuanced ways in which personality develops in tandem with adjustment in college. (PsycINFO Database Record

Continuity and change in self-esteem during emerging adulthood.

The present study examined the development of self-esteem in a sample of emerging adults (N = 295) followed longitudinally over 4 years of college. Six waves of self-esteem data were available. Participants also rated, at the end of their 4th year, the degree to which they thought their self-esteem had changed during college. Rank-order stability was high across all waves of data (Mdn disattenuated correlation = .87). On average, self-esteem levels dropped substantially during the 1st semester (d = -.68), rebounded by the end of the 1st year (d = .73), and then gradually increased over the next 3 years, producing a small (d = .16) but significant mean-level increase in self-esteem from the beginning to the end of college. Individuals who received good grades in college tended to show larger increases in self-esteem. In contrast, individuals who entered college with unrealistically high expectations about their academic achievement tended to show smaller increases in self-esteem, despite beginning college with relatively high self-esteem. With regard to perceived change, 67% reported that their self-esteem increased during college, whereas 12% reported that it declined; these perceptions tended to correspond with actual increases and decreases in their self-esteem scale scores (ß = .56). Overall, the findings support the perspective that self-esteem, like other personality characteristics, can change in systematic ways while exhibiting continuity over time.

The dynamic role of personality states in mediating the relationship between extraversion and positive affect.

One of the most noteworthy and robust findings in personality psychology is the relationship between extraversion and positive affect. Existing theories have debated the origins and nature of this relationship, offering both structural/fixed and environmental/dynamic explanations. We tested the novel and straightforward dynamic hypothesis that part of the reason trait extraversion predicts trait positive affect is through an increased propensity to enact extraverted states, which in turn leads to experiencing more positive affect states. We report 5 experience sampling studies (and a meta-analysis of primary studies) conducted in natural environments and laboratory settings in which undergraduate participants (N = 241) provided ratings of trait extraversion, trait positive affect, extraversion states, and positive affect states. Results of primary studies and the meta-analysis showed that relationships between trait extraversion and trait positive affect were partially mediated by aggregated extraversion states and aggregated positive affect states. The results supported our dynamic hypothesis and suggested that dynamic explanations of the relationship between trait extraversion and trait positive affect are compatible with structural explanations. An important implication of these findings is that individuals might be able to increase their happiness by self-regulating their extraverted states.

Age differences in big five behavior averages and variabilities across the adult life span: moving beyond retrospective, global summary accounts of personality.

In 3 intensive cross-sectional studies, age differences in behavior averages and variabilities were examined. Three questions were posed: Does variability differ among age groups? Does the sizable variability in young adulthood persist throughout the life span? Do past conclusions about trait development, based on trait questionnaires, hold up when actual behavior is examined? Three groups participated: young adults (18-23 years), middle-aged adults (35-55 years), and older adults (65-81 years). In 2 experience-sampling studies, participants reported their current behavior multiple times per day for 1- or 2-week spans. In a 3rd study, participants interacted in standardized laboratory activities on 8 occasions. First, results revealed a sizable amount of intraindividual variability in behavior for all adult groups, with average within-person standard deviations ranging from about half a point to well over 1 point on 6-point scales. Second, older adults were most variable in Openness, whereas young adults were most variable in Agreeableness and Emotional Stability. Third, most specific patterns of maturation-related age differences in actual behavior were more greatly pronounced and differently patterned than those revealed by the trait questionnaire method. When participants interacted in standardized situations, personality differences between young adults and middle-aged adults were larger, and older adults exhibited a more positive personality profile than they exhibited in their everyday lives.

Where does personality have its influence? A supermatrix of consistency concepts.

An understanding of the nature of personality depends on clear conceptions of consistency. Researchers have applied the term consistency in ambiguous and inconsistent ways over the last half century, which has led to a great deal of confusion and debate over the existence of personality. This article seeks to reframe and extend conceptions of consistency and thus proposes three important ways consistency concepts differ from each other. The first way consistency concepts differ from each other is in the competing determinant of behavior that the consistency is across: time, situation content, or behavior content. The second way consistency concepts differ from each other is in the definition of behavior enactment: single enactment, aggregate enactment, contingent enactment, or patterned enactment. When these two dimensions are crossed with a third dimension-definition of similarity (absolute, relative-position, or ipsative)-they create a supermatrix of 36 consistency concepts. Empirical support for each of these 36 consistency concepts, or its failure, has uniquely different implications for the fundamental nature of personality. This supermatrix can serve as a guide for future research aimed at discovering the nature of personality.

Personality predictors of academic outcomes: big five correlates of GPA and SAT scores.

The authors examined relations between the Big Five personality traits and academic outcomes, specifically SAT scores and grade-point average (GPA). Openness was the strongest predictor of SAT verbal scores, and Conscientiousness was the strongest predictor of both high school and college GPA. These relations replicated across 4 independent samples and across 4 different personality inventories. Further analyses showed that Conscientiousness predicted college GPA, even after controlling for high school GPA and SAT scores, and that the relation between Conscientiousness and college GPA was mediated, both concurrently and longitudinally, by increased academic effort and higher levels of perceived academic ability. The relation between Openness and SAT verbal scores was independent of academic achievement and was mediated, both concurrently and longitudinally, by perceived verbal intelligence. Together, these findings show that personality traits have independent and incremental effects on academic outcomes, even after controlling for traditional predictors of those outcomes. ((c) 2007 APA, all rights reserved).

Do people know how their personality has changed? Correlates of perceived and actual personality change in young adulthood.

How much do we think our personality changes over time? How well do our perceptions of change correspond with actual personality change? Two hundred and ninety students completed measures of the Big Five personality traits when they first entered college. Four years later, they completed the same measures and rated the degree to which they believed they had changed on each dimension. Participants tended to view themselves as having changed substantially, and perceptions of change showed some correspondence with actual personality change. Perceived and actual change showed theoretically meaningful correlations with a host of variables related to different aspects of college achievement and adjustment.