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Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattentiveness, school entitlement, responsible student, sense of inferiority, impatience, pessimism, rule breaking and defiance of parental authority, and teacher-rated studiousness) on 2 important real-life outcomes (i.e., occupational success and income). The longitudinal sample consisted of N = 745 persons who participated in 1968 (M = 11.9 years, SD = 0.6; 49.9% female) and 2008 (M = 51.8 years, SD = 0.6; 53.3% female). Regression analyses and path analyses were conducted to evaluate the direct and indirect effects (via education) of the predictors on career success. The results revealed direct and indirect influences of student characteristics (responsible student, rule breaking and defiance of parental authority, and teacher-rated studiousness) across the life span on career success after adjusting for differences in parental SES and IQ at age 12. [ABSTRACT FROM AUTHOR]

In this study, we investigated mean-level personality development in children from 6 to 20 years of age. Additionally, we investigated longitudinal, bidirectional associations between child personality and maternal overreactive and warm parenting. In this 5-wave study, mothers reported on their child's personality from Time 1 (Tl) through Time 4 (T4), and children provided self-reports from Time 2 (T2) through Time 5 (T5). Mothers reported on their levels of overreactive and warm parenting from T2 through T4. Using cohort-sequential latent growth curve modeling, we investigated mother reported child personality from 6 to 17 years of age and child reported personality from 9 to 20 years of age. Extraversion decreased linearly across the entire study. Benevolence and conscientiousness increased from middle to late childhood, temporarily declined from late childhood to mid-adolescence, and increased again thereafter. Imagination decreased from middle childhood to mid-adolescence and also increased thereafter. Mothers reported a temporary decline in emotional stability with an increase thereafter, whereas children did not. Boys and girls differed in mean-levels of the personality dimensions and, to a lesser extent, in the degree and direction of changes. Latent difference score modeling showed that child personality predicted changes in parenting and that, to a lesser extent, parenting predicted changes in child traits. Additionally, changes in child personality were associated with changes in maternal parenting. Results of the present study show that personality change is not directed at increasing maturity from childhood to mid-adolescence and that it elicits and is shaped by both positive and negative parenting. [ABSTRACT FROM AUTHOR]

In this review, we evaluate developmental and personality research with the aim of determining whether the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on self-regulation, academic motivation, and internalized compliance/ internalization of standards. On the basis of the accumulated body of evidence, we conclude that self-regulation fosters conscientiousness later in life, both directly and via academic motivation and internalized compliance with norms. We argue that elements of conscientiousness are evident by early childhood; self-regulation skills are likely a core developmental component of conscientiousness; and despite the contribution of heredity to the aforementioned aspects of functioning, environmental factors likely contribute to conscientiousness. [ABSTRACT FROM AUTHOR]

Lahey (2014) provides a thoughtful and scholarly discussion of our review of the research on the potential utility of callous-unemotional (CU) traits for designating a distinct subgroup of children and adolescents with severe conduct problems. In this reply, we attempt to clarify several issues raised in Lahey's commentary. Specifically, by focusing largely on only 1 part of the research review (i.e., implications for evaluating the new specifier included for the diagnosis of conduct disorder in the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders; American Psychiatric Association, 2013), the commentary underestimates the available empirical support for the utility of these traits for designating an important subgroup of children and adolescents with severe conduct problems. Furthermore, we highlight a number of studies that provide data inconsistent with the model proposed by Lahey in which CU traits are best considered as solely a marker of more severe conduct problems. Finally, we highlight limitations in estimating the stability of CU traits based solely on the number of individuals who continue to fall above and below a diagnostic cutoff at 2 points in time. [ABSTRACT FROM AUTHOR]

Frick, Ray, Thornton, and Kahn (2014) presented a comprehensive and well-articulated review of studies relevant to the validity and utility of using callous-unemotional traits to subtype the diagnosis of conduct disorder (CD). Like definitions of subtypes of CD in previous versions of the Diagnostic and Statistical Manual of Mental Disorders, the available evidence on the validity of the new subtypes of CD in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) based on callous-unemotional traits is thin. Nonetheless, the target article makes a compelling argument for further study of callous-unemotional and related traits to better understand the heterogeneity of CD. In particular, the possibilities that callous-unemotional traits may facilitate under- standing of etiology and psychobiological mechanisms and may help predict the prognosis and treatment outcomes of children with CD deserve greater study. Future research must be stronger than previous research, however, in using more appropriate samples of children with CD along with more informative designs, and in conducting analyses to directly test the incremental validity of callous-unemotional traits as a subtyping variable beyond the severity or aggressiveness of CD. [ABSTRACT FROM AUTHOR]

This article provides a comprehensive review of the research on the use of callous and unemotional (CU) traits for designating an important subgroup of children and adolescents with severe conduct problems. It focuses on the etiological significance of recognizing this subgroup of youths with severe conduct problems, its implications for diagnostic classification, and the treatment implications of this research. The review highlights limitations in existing research and provides directions for future research. The available research suggests that children and adolescents with severe conduct problems and elevated CU traits show distinct genetic, cognitive, emotional, biological, environmental, and personality characteristics that seem to implicate different etiological factors underlying their behavior problems relative to other youths with severe conduct problems. Recognizing these subgroups could be critical for guiding future research on the causes of severe conduct problems in children and adolescents. Further, children and adolescents with both severe conduct problems and elevated CU traits appear to be at risk for more severe and persistent antisocial outcomes, even controlling for the severity of their conduct problems, the age of onset of their conduct problems, and common comorbid problems, which supports the clinical importance of designating this group in diagnostic classification systems. Finally, although children and adolescents with both severe conduct problems and elevated CU traits tend to respond less positively to typical interventions provided in mental health and juvenile justice settings, they show positive responses to certain intensive interventions tailored to their unique emotional and cognitive characteristics. [ABSTRACT FROM AUTHOR]

This study investigated relations among children's personality types, trajectories of internalizing and externalizing problems, and overreactive parenting across 6 years. Latent Class Analysis of the Big 5 personality dimensions (modeled as latent factors, based on mother, father and teacher reports) for 429 children (mean age 8 years at Time 1) replicated the Resilient, Under-, and Overcontroller types. Latent Class Growth Analysis of externalizing and internalizing problems (modeled as latent factors, based on mother and father reports), revealed that Undercontrollers were at greater risk of belonging to a high/decreasing externalizing problem class and a high/stable co-occurring problem class than were Resilients. Overcontrollers were more likely to be in a high/stable internalizing class and less likely to be in the externalizing problem class, but only at low levels of parental overreactivity. Undercontrollers appeared at double risk as they were at risk for high overreactive parenting, which was an independent risk-factor for the elevated problem trajectories. Because childhood personality types were a risk factor for adjustment problems that persisted into adolencence, Under- and Overcontrollers might be considered as a target for early intervention, with a focus on overreactive parenting for Undercontrollers specifically. [ABSTRACT FROM AUTHOR]

Significant relationships have been demonstrated between parental personality and parenting toward individual children, but there is little research exploring the relationship between parental personality and differential parenting (DP). The present study examined the relationship between the Big Five personality dimensions and differential positivity and negativity in parenting (observed and self-report measures). The analyses are based on a sample of 867 children nested within 381 families. Using multilevel modeling and controlling for child age, gender, birth order, behavior, and family socioeconomic status analyses revealed that maternal and paternal agreeableness were inversely related to reports of differential positivity. Agreeableness predicted observed differential negativity, and the relationship was curvilinear (at both high and low levels of agreeableness, differential negativity was higher). Finally, mothers with the most openness to experience exhibited the highest levels of reported differential negativity. The findings suggest that parental personality is a modest yet important influence to consider when conceptualizing the sources of DP. [ABSTRACT FROM AUTHOR]

The primary goal of the present study was to examine elementary teachers' strategies, attitudes, and beliefs regarding hypothetical shy (i.e., quiet), exuberant (i.e., overly talkative), and average (i.e., typical) children. We explored whether these strategies and beliefs varied as a function of the gender of the hypothetical child as well as teachers' own shyness. Participants were 275 elementary school teachers (241 women, 34 men) ranging in age from 23 to 64 years (M = 40.97, SD = 10.02). Teachers were presented with vignettes depicting hypothetical children displaying shy/quiet, exuberant/talkative, or average/typical behaviors in the classroom and responded to follow-up questions assessing their strategies and beliefs. Teachers also completed a self-report measure of shyness. Among the results, teachers were more likely to respond to exuberant/talkative children with high-powered and social learning strategies and to employ peer-focused and indirect strategies for shy/quiet children. Teachers also believed that shy/quiet children were less intelligent and would do more poorly academically than would exuberant/talkative children. However, some of these findings were moderated by teachers' own level of shyness. Results are discussed in terms of their educational implications for the social and academic functioning of shy and exuberant children. [ABSTRACT FROM AUTHOR]

We examined 3 questions surrounding the undercontrolled, overcontrolled, and resilient—or Asendorpf—Robins—Caspi (ARC)—personality types originally identified by Block (1971). In analyses of the teacher personality assessments of over 2,000 children in 1st through 6th grade in 1959-1967 and follow-up data on general and cardiovascular health outcomes in over 1,100 adults recontacted 40 years later, we found bootstrapped internal replication clustering suggesting that Big Five scores were best characterized by a tripartite cluster structure corresponding to the ARC types. This cluster structure was fuzzy rather than discrete, indicating that ARC constructs are best represented as gradients of similarity to 3 prototype Big Five profiles; ARC types and degrees of ARC prototypicality showed associations with multiple health outcomes 40 years later. ARC constructs were more parsimonious but, depending on the outcome, comparable or slightly worse classifiers man the dimensional Big Five traits. Forty-year incident cases of heart disease could be correctly identified with 67% accuracy by childhood personality information alone and stroke incidence with over 70% accuracy. Findings support the theoretical validity of ARC constructs, their treatment as continua of prototypicality rather man discrete categories, and the need for further understanding the robust predictive power of childhood personality for midlife health. [ABSTRACT FROM AUTHOR]

Research on families of individuals with autism has tended to locus on child-driven effects utilizing models of stress and coping. The current study used a family systems perspective to examine whether family level adaptability promoted beneficial outcomes for mothers and their adolescents with autism over time. Participants were 149 families of children diagnosed with autism who were between the ages of 10 and 22 years during the 3-year period examined. Mothers reported on family adaptability, the mother-child relationship, their own depressive symptoms, and the behavior problems of their children at Wave 1, and these factors were used to predict maternal depression and child behavior problems 3 years later. Family level adaptability predicted change in both maternal depression and child behavior problems over the study period, above and beyond the contribution of the dyadic mother- child relationship. These associations did not appear to depend upon the intellectual disability status of the individual with autism. Implications for autism, parent mental health, family systems theory, and intervention with this population are discussed. [ABSTRACT FROM AUTHOR]

Debate continues about whether personality, both normal and disordered, can change significantly or is mainly stable across the life span. One issue that receives little attention is the degree to which personality stability coefficients may be influenced by attenuation due to measurement error. The current meta-analysis examines the data from recent research on personality stability, reporting both uncorrected and corrected stability coefficients. Attenuation due to measurement error was found to cause a significant reduction in personality stability coefficients, raising the possibility that some studies may conflate personality change with measurement error. Overall, corrected stability coefficients suggested that the stability of personality across adulthood is high, with only modest change. By contrast, personality during childhood is significantly more changeable. Both normal personality and personality disorders were highly stable across the life span, and patients in therapy experienced no more personality change than did nonpatients. Cross-cultural comparisons suggested relatively similar levels of personality stability cross-culturally, although personality stability among people in South Pacific nations is slightly lower than among those in the United States, Canada, or European nations. [ABSTRACT FROM AUTHOR]

Person-centered personality approaches are an underused means of illuminating clinical heterogeneity of attention-deficit/hyperactivity disorder (ADHD). In the present study, latent profile analysis was conducted with personality traits to identify homogeneous profiles within the ADHD population. Participants were 548 children ages 6-18 years (302 with ADHD). Personality traits were measured via parent report on the California Q-Sort (A. Caspi et al., 1992). Latent profile analysis was conducted on the Big 5 factors. A 6-profile solution best fit the data. Resulting groups were characterized as "disagreeable," "introverted," "poor control," "well adjusted," "extraverted," and "perfectionistic." External validation of this model using ADHD diagnosis, subtypes, and comorbid psychopathology suggested that children with ADHD could be parsed into 4 groups: (a) an introverted group with high rates of the ADHD-inattentive type, (b) a group characterized by poor control, with high rates of ADHD-combined type (ADHD-C) and comorbid disruptive behavior disorders, (c) an extraverted group, with ADHD-C and few associated comorbid disorders, and (c) possibly, a very rare "perfectionistic" group, exhibiting obsessive traits. A person-centered personality approach may be one promising way to capture homogeneous subgroups within the ADHD population. [ABSTRACT FROM AUTHOR]

Two studies were conducted to further differentiate 3 forms of shyness previously identified in Chinese children—shyness toward strangers, anxious shyness, and regulated shyness—by examining the relation of the 3 forms of shyness to children's inhibited behavior, physiological reactivity (measured by heart period [HP]), and effortful control. In Study 1 (N = 237; M age = 9.17 years), the authors examined the 3 forms of shyness in relation to children's inhibited behavior and HP assessed in 3 conditions: at baseline, during a stranger encounter, and in a card-sorting task with social evaluative cues. Results of confirmatory factor analyses provided support for a 3-factor model of shyness. Shyness toward strangers was associated with children's inhibition (positively) and HP (negatively) in the stranger encounter and children's HP (negatively) in the card-sorting session, whereas anxious shyness was related to children's inhibition (positively) and HP (negatively) in the card-sorting session. Regulated shyness was not associated with children's inhibition in any session but was negatively related to HP in the stranger encounter session. In Study 2 (N = 208; M age = 6.57 years), the authors examined children's shyness toward strangers and effortful control at age 6 years in relation to anxious and regulated shyness 2 years later. Results showed shyness toward strangers was related to regulated shyness among children with high or moderate effortful control, and shyness toward strangers was related to anxious shyness among children with low or moderate effortful control. Findings support a multidimensional view of shyness in Chinese children. [ABSTRACT FROM AUTHOR]

In a 19-year longitudinal study, the 15% most inhibited and the 15% most aggressive children at ages 4-6 years were followed up until age 23 years and were compared with controls who were below average in preschool inhibition or aggressiveness. As adults, inhibited boys and girls were judged as inhibited by their parents and showed a delay in establishing a first stable partnership and finding a first full-time job. However, only the upper 8% in terms of inhibition tended to show internalizing problems, including self-rated inhibition. Aggressive boys showed an externalizing personality profile in the parental and self-judgments, were educational and occupational underachievers, and showed a higher adult delinquency rate than the controls, even after sex and socioeconomic status were controlled. The results suggest delayed social transitions without internalizing problems for most male and female inhibited children and a significant long-term risk of an externalizing profile for aggressive children. [ABSTRACT FROM AUTHOR]

In contrast with early theories of socialization that emphasized the role of parents in shaping their children's personalities, recent empirical evidence suggests an evocative relationship between adolescent personality traits and the quality of the parent-adolescent relationship. Research using behavior genetic methods suggests that the association between personality and parenting is genetically mediated, such that the genetic effects on adolescent personality traits overlap with the genetic effects on parenting behavior. In the current study, the authors examined whether the etiology of this relationship might change depending on the adolescent's personality. Biometrical moderation models were used to test for gene-environment interaction and correlation between personality traits and measures of conflict, regard, and involvement with parents in a sample of 2,452 adolescents (M age = 17.79 years). They found significant moderation of both positive and negative qualities of the parent --adolescent relationship, such that the genetic and environmental variance in relationship quality varied as functions of the adolescent's levels of personality. These findings support the importance of adolescent personality in the development of the quality of the parent-adolescent relationship. [ABSTRACT FROM AUTHOR]

In this article, the authors aim to make accessible the careful application of a method called instrumental variables (IV). Under the right analytic conditions, IV is one promising strategy for answering questions about the causal nature of associations and, in so doing, can advance developmental theory. The authors build on prior work combining the analytic approach of IV with the strengths of random assignment design, whether the experiment is conducted in the lab setting or in the "real world." The approach is detailed through an empirical example about the effects of maternal education on children's cognitive and school outcomes. With IV techniques, the authors address whether maternal education is causally related to children's cognitive development or whether the observed associations reflect some other characteristic related to parenting, income, or personality. The IV estimates show that maternal education has a positive effect on the cognitive test scores of children entering school. The authors conclude by discussing opportunities for applying these same techniques to address other questions of critical relevance to developmental science. [ABSTRACT FROM AUTHOR]

Objective: To examine gender differences in the peer relations of children with congenital neurodevelopmental conditions (NDC). Participants: Thirty-four children with cerebral palsy or spina bifida and 41 typically developing (TD) children, ages 6-12. Measures: Personality Inventory for Children-Second Edition (PIC-2), Social Network Inventory for Children-Child Version, and the Friendship Quality Questionnaire-Revised (FQQ-R). Results: Children with NDC report smaller social networks and lower qnality of friendships than TD peers. Group x Gender interaction effects were not significant. Conclusion" Prior to adolescence, the social differences and risks associated with NDC do not appear to be gender specific. [ABSTRACT FROM AUTHOR]

Emerging research on psychopathy in children and adolescents raises the question of whether indicators, such as temperament or psychophysiology, exist very early in life in those with a psychopathic-like personality in adulthood. This study tests the hypothesis that individuals who are more psychopathic in adulthood would be less fearful and inhibited and more stimulation seeking/sociable at age 3 and that they would also show reduced age 3 skin-conductance (SC) responsivity. In a community sample of 335 3-year-olds, behavioral measures of temperament were taken and electrodermal activity was recorded in response to both orienting and aversive tones. R. D. Hare's (1985) Self-Report Psychopathy scale (SRP-II) was administered at follow-up at age 28. Individuals scoring higher on the measure were significantly less fearful and inhibited, were more sociable, and displayed longer SC half-recovery times to aversive stimuli compared with controls at age 3. Contrary to predictions, they also showed increased autonomic arousal and SC orienting. Findings appear to be the first to suggest that a prospective link may exist between temperament and psychophysiology in very young children and psychopathic personality in adulthood. [ABSTRACT FROM AUTHOR]

The present study describes the construction of a taxonomy of trait-related symptoms in childhood, the Dimensional Personality Symptom Item Pool (DIPSI), and examines the replicability of the taxonomy's higher order structure across maternal ratings of referred (N = 205) and nonreferred (N = 242) children and self-ratings of adolescents (N = 453). The DIPSI's 4 higher order factors—that is, Emotional Instability, Disagreeableness, Introversion, and Compulsivity—showed clear correspondence with the dimensions of personality pathology found in adulthood (Dimensional Assessment of Personality Pathology—Basic Questionnaire; W. J. Livesley, 1990; Schedule for Nonadaptive and Adaptive Personality; L. A. Clark, 1993). These 4 factors can be further organized into 2 superfactors, representing Internalizing and Externalizing Traits, demonstrating empirical and conceptual relationships with psychopathology models in childhood and adulthood. The implications for the assessment and conceptualization of early trait pathology are discussed in the context of an integrative developmental perspective on the construction of the Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition. [ABSTRACT FROM AUTHOR]

This study examines 5 types of personality continuity-structural, mean-level, individual-level, differential, and ipsative in a representative population (N = 498) and a twin and sibling sample (TV = 548) of children and adolescents. Parents described their children on 2 successive occasions with a 36-month interval using the Hierarchical Personality Inventory for Children (I. Mervielde & F. De Fruyt, 1999). There was evidence for structural continuity in the 2 samples, and personality was shown to be largely differentially stable. A large percentage had a stable trait profile indicative of ipsative stability, and mean-level personality changes were generally small in magnitude. Continuity findings were explained mainly by genetic and nonshared environmental factors. [ABSTRACT FROM AUTHOR]

The authors tested a mediation model in which childhood hostility and sociability were expected to influence the development of intentions to use alcohol in the future through the mediating mechanisms of developing attitudes and norms. Children in 1st through 5th grades (N=1,049) from a western Oregon community participated in a longitudinal study involving 4 annual assessments. Hostility and sociability were assessed by teachers' ratings at the 1st assessment, and attitudes, subjective norms, and intentions were assessed by self-report at all 4 assessments. For both genders, latent growth modeling demonstrated that sociability predicted an increase in intentions to use alcohol over time, whereas hostility predicted initial levels of these intentions. These personality effects were mediated by the development of attitudes and subjective norms, supporting a model wherein childhood personality traits exert their influence on the development of intentions to use alcohol through the development of these more proximal cognitions. [ABSTRACT FROM AUTHOR]

Two experiments examined young children's use of behavioral frequency information to make behavioral predictions and global personality attributions. In Experiment 1, participants heard about an actor who behaved positively or negatively toward 1 or several recipients. Generally, children did not differentiate their judgments of the actor on the basis of the amount of information provided. In Experiment 2, the actor behaved positively or negatively toward a single recipient once or repeatedly. Participants were more likely to make appropriate predictions and attributions after exposure to multiple target behaviors and with increasing age. Overall, children's performance was influenced by age-related positivity and negativity biases. These findings indicate that frequency information is important for personality judgments but that its use is affected by contextual complexity and information-processing biases. [ABSTRACT FROM AUTHOR]

Research on early childhood personality has been scarce. Self-reports of Big Five personality traits were measured longitudinally with the Berkeley Puppet Interview when children were 5, 6, and 7 years of age. For comparative purposes, Big Five self-reports were collected in a sample of college students. The children's self-reports showed levels of consistency and differentiation that approached those of the college age sample. Children's personality self-reports demonstrated significant correlations across the 1- and 2-year longitudinal intervals. Substantial and increasing convergence was found between children's self-reports of Extraversion, Agreeableness, and Conscientiousness and conceptually relevant behavior ratings provided by mothers, fathers, and teachers. Children's self-reports of Neuroticism were unrelated to adults' reports but did predict sadness and anxious behavior observed in the laboratory. The results provide the beginnings of an account of how the Big Five dimensions begin to be salient and emerge as coherent, stable, and valid self-perceptions in childhood. [ABSTRACT FROM AUTHOR]

Four personality traits--Mastery Motivation, Academic Conscientiousness, Surgent Engagement, and Agreeableness--were measured in a community sample of 205 children (ages 8-12), who were followed up 10 years later. Childhood personality was examined in relation to concurrent and longitudinal adaptation in 3 domains--academic achievement, rule-abiding versus antisocial conduct, and peer social competence. The childhood personality traits evidenced robust, conceptually coherent relationships with adaptation, both concurrently and across time. Childhood personality added to the prediction of later adaptation, beyond childhood IQ and earlier adaptation in the same domain. Few sex differences were obtained in the relationships between childhood personality and adaptation. The present results document both continuity and discontinuity in the links between childhood personality and adaptation across childhood into late adolescence. [ABSTRACT FROM AUTHOR]