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Adolescent personality: a five-factor model construct validation.

Spencer R Baker1, James B Victor, Anthony L Chambers

  • 1Behavioral Science Research Center, Hampton University, Hampton, VA 23668, USA. spencer.baker@hamptonu.edu.

Assessment
|October 16, 2004
PubMed
Summary
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This study validates the five-factor model of adolescent personality using self, peer, and teacher ratings. While generally supported, self-ratings were less reliable for assessing adolescent personality traits.

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.

Related Experiment Videos

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.