How many and what mechanisms are needed to explain self-regulatory functions in personality dynamics: Toward a model based on the Circumplex of Personality Metatraits.

We propose a model of basic self-regulatory mechanisms that integrates descriptive-structural and dynamic-explanatory approaches to personality. Using a structural way of thinking and based on a structural model of personality (the Circumplex of Personality Metatraits), we deduced two orthogonal (distinct) but interactive mechanisms: (a) Impulse Control responsible for controlling automatically activated impulses, urges, and affective reactions and (b) Self-Motivation responsible for regulating intentions in goal-oriented behaviors. Their operation depends on both situational and dispositional factors and optimal functioning of both mechanisms is needed for effective regulation of behavior. People can also be characterized by relatively stable levels of Impulse Control and Self-Motivation as dispositions, which depend on temperamental predispositions but can develop incoherently with them due to the impact of environmental factors. Combinations of Impulse Control and Self-Motivation as dispositions result in personality types, which differ in their adaptiveness. Importantly, Impulse Control and Self-Motivation mechanisms reveal substantial similarities to other self-regulatory constructs described in the literature, particularly those included in Block and Block's as well as Kuhl's theories. The contribution of our paper may serve as an example of how to apply the descriptive-structural approach to develop a dynamic-explanatory model of personality.

Change and Consistency of Self-Esteem in Early and Middle Adolescence in the Context of School Transition.

Self-esteem is continuous and has stable characteristics, but it may also change, e.g., during transitions from one educational level to the next. In a prospective cross-sectional study over a year and a half, 250 Polish early adolescents (N = 109, 54 girls; mean age at T1 = 12.68 years, SD = 0.49) and middle adolescents (N = 141, 107 girls; mean age at T1 = 15.80, SD = 0.44) were tested three times using Harter's Self-Perception Profile for Adolescents, assessing both global self-esteem and self-evaluation in eight domains. The change and consistency of self-esteem were analyzed, at both group and individual levels. At the group level, the following results were found: (1) continuity of self-esteem in five domains (scholastic competence, athletic competence, physical appearance, close friendship, and romantic appeal) and in global self-esteem and discontinuity in only three domains (social acceptance, job competence, and behavioral conduct); (2) significant inter-individual variation in the change not explained by age; and (3) higher self-esteem (in five domains) in early adolescents. At the individual level, the stability in most domains was weak, but was restored over the second year at the new school. The complexity of the developmental change and consistency in self-esteem in adolescence was highlighted, emphasizing the need for analyzing both group and individual change.

Trajectories of Identity Formation Modes and Their Personality Context in Adolescence.

Identity formation is a dynamic process during adolescence. Trajectories of identity formation were assessed longitudinally in early and middle adolescents, taking into account the personality underpinnings of this process. Identity formation was conceptualized according to the circumplex of identity formation modes. The model distinguishes basic modes rooted in Marcia's categories of exploration and commitment. Plasticity and stability, the two higher order Big Five meta-traits, were used to assess personality underpinnings. This study includes five measurement waves over 1.5 years and involves 1,839 Polish participants; 914 early adolescents (53.9% girls) and 925 middle adolescents (63.8% girls). The results suggest that (1) the four identity formation modes change dynamically, showing linear and curvilinear growth and that (2) identity formation mode trajectories are more dynamic in middle adolescence than in early adolescence. The results also showed that, in the conditional model, (3) the higher-order personality factors and gender affect the growth factors of identity formation modes. Overall, trajectories of identity formation modes are more linear during early adolescence and more curvilinear during middle adolescence. The initial levels in identity trajectories are influenced by the personality metatraits but only plasticity is related to change among early adolescents.