Adolescent personality: a five-factor model construct validation.

Area of Science:

• Psychology
• Developmental Psychology
• Personality Psychology

Background:

• The five-factor model (FFM) is a widely accepted framework for understanding adult personality.
• Its applicability and validity in adolescent populations require further investigation, particularly across different rating sources.

Purpose of the Study:

• To examine the convergent and discriminant validity of the FFM of adolescent personality.
• To compare the utility of self-ratings, peer ratings, and teacher ratings in assessing adolescent personality within a school context.

Main Methods:

• Utilized a multitrait-multimethod matrix analysis.
• Employed confirmatory factor analysis with a correlated trait, uncorrelated method model.
• Collected data from adolescents using self-ratings, peer ratings, and teacher ratings.

Main Results:

• The FFM structure demonstrated good convergent and discriminant validity across self, peer, and teacher ratings for most personality factors.
• Emotional Stability showed weaker validity evidence compared to other factors.
• Self-ratings emerged as a comparatively weaker method for assessing adolescent personality traits.

Conclusions:

• The findings provide support for the validity of the five-factor model of adolescent personality in a school setting.
• Acknowledges the differential utility of various rating methods, highlighting limitations of self-report.
• Discusses factors influencing inter-rater agreement, including social context and rater characteristics.