Analysis of Relationships between the Personality Traits and Value Preferences in a Polish Early Adolescent Sample. Do Gender and Age Play a Role?

This paper presents an analysis of the personality traits and value preferences of Polish early adolescent students. Participants were 775 adolescents between 12-14 years (53% girls; Mage= 13.01; SD= 0.81), who completed two surveys: Picture-Based Personality Survey for Children and PictureBased Value Survey for Children. Fourteen-year-old adolescents preferred more Power values and less Tradition and Conformity values than 12- and 13-year-olds. They were also less open to experience and conscientious than their younger counterparts. 14-year-old girls had a stronger preference for Power and Achievement values and a weaker preference for Conformity values than 12-year-old girls. 14-year-old boys preferred more Traditional values than 12-year-old boys. Both 14-year-old girls and boys were less conscientious than the younger adolescents. A regression analysis with an interaction effect indicated that each age group had different relationships between gender and personality traits and their interactions with the particular value categories. The results are discussed in the context of possible practical rearing influence aimed at supporting young] preferred values and personality development in the context of education.

REFERENCES:

• Bailey, S., & Baines, E. (2012). The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school. Educational and Child Psychology, 29(1), 47–63. http://eprints.ioe.ac.uk/11539
• Barbaranelli, C., Fida, R., Paciello, M., Di Giunta, L., & Caprara, G. V. (2008). Assessing personality in early adolescence through self-report and other-ratings a multitrait- -multimethod analysis of the BFQ-C. Personality and Individual Differences, 44(4), 876–886. DOI: 10.1016/j.paid.2007.10.014
• Bardi, A., & Goodwin, R. (2011). The dual route to value change: individual processes and cultural moderators. Journal of Cross-Cultural Psychology, 42(2), 271–287. DOI: 10.1177/0022022110396916
• Blakemore, S. J. (2012). Development of the social brain in adolescence. Journal of the Royal Society of Medicine, 105(3), 111–116. DOI: 10.1258/jrsm.2011.110221
• Borghuis, J., Denissen, J. J. A., Oberski, D., Sijtsma, K., Meeus, W. H. J., Branje, S., Koot, H. M., & Bleidorn, W. (2017). Big Five personality stability, change, and co-development across adolescence and early adulthood. Journal of Personality and Social Psychology, 113(4), 641–657. DOI: 10.1037/pspp0000138
• Branje, S. J., de Moor, E. L., Spitzer, J., & Becht, A. I. (2021). Dynamics of identity development in adolescence: A decade in review. Journal of Research on Adolescence, 31(4), 908–927. DOI: 10.1111/jora.12678
• Branje, S. J., Van Lieshout, C. F., & Gerris, J. R. (2007). Big Five personality development in adolescence and adulthood. European Journal of Personality 21(1), 45–62. DOI: 10.1002/per.596https://doi.org/10.1002/per.596
• Chacko, N., Mathur, A., & Sheikh, S. (2016). Value preferences of adolescents across gender. International Journal of Humanities and Social Science Research, 2(10), 15–17.
• Cieciuch, J. (2013). Kształtowanie się sytemu wartości od dzieciństwa do wczesnej dorosłości. Wydawnictwo Liberi Libri.
• Cieciuch, J., Harasimczuk, J., & Döring, A. K. (2012). Structural validity of the Polish adaptation of the Picture-Based Value Survey for Children. Journal of Psychoeducational Assessment, 31(4), 404–409. DOI: 10.1177/0734282912453125
• Costa, P. T., Jr., McCrae, R. R., & Lockenhoff, C. E. (2019). Personality across the life span. Annual Review of Psychology, 70, 423–448. DOI: 10.1146/annurev-psych-010418-103244
• Costa, P. T., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322–331. DOI: 10.1037/0022-3514.81.2.322
• Czerniawska, E. (2008). „Wielka Piątka” a aktywność strategiczna i osiągnięcia w uczeniu się uczniów gimnazjum i liceum. Psychologia Rozwojowa, 13(2), 71–84.
• Daniel, E., & Benish‐Weisman, M. (2018). Value development during adolescence: Dimensions of change and stability. Journal of Personality, 87(3), 620–632. DOI: 10.1111/jopy.12420
• De Bolle, M., De Fruyt, F., McCrae, R. R., Löckenhoff, C. E., Costa, P. T., Aguilar-Vafaie, M. E., Ahn, C. K., Ahn, H. N., Alcalay, L., Allik, J., Avdeyeva, T. V., Bratko, D., Brunner-Sciarra, M., Cain, T. R., Chan, W., Chittcharat, N., Crawford, J. T., Fehr, R., Ficková, E., …, Terracciano, A. (2015). The emergence of sex differences in personality traits in early adolescence: A cross-sectional, cross-cultural study. Journal of Personality and Social Psychology, 108(1), 171–185. DOI: 10.1037/a0038497
• Denissen, J. J. A., van Aken, M. A. G., Penke, L., & Wood, D. (2013). Self-Regulation underlies temperament and personality: An integrative developmental framework. Child Development Perspectives, 7(4), 255–260. DOI: 10.1111/cdep.12050
• Döring, A. K., Blauensteiner, A., Aryus, K., Drögekamp, L., & Bilsky, W. (2010). Assessing values at an early age: The Picture-Based Value Survey for Children (PBVS–C). Journal of Personality Assessment, 92(5), 439–448. DOI: 10.1080/00223891.2010.497423
• Eisenberg, N., Duckworth, A. L., Spinrad, T. L., & Valiente, C. (2014b). Conscientiousness: Origins in childhood? Developmental Psychology, 50(5), 1331–1349. DOI: 10.1037/ a0030977
• Erikson, E. H. (1968). Identity: Youth and crisis (No. 7). WW Norton & Company.
• García, L. F., Aluja, A., & del Barrio, V. (2006). Effects of personality, rearing styles and social values on adolescents’ socialisation process. Personality and Individual Differences, 40(8), 1671–1682. DOI: 10.1016/j.paid.2006.01.006
• Gjerde, P. F., & Cardilla, K. (2009). Developmental implications of openness to experience in preschool children: Gender differences in young adulthood. Developmental Psychology, 45(5), 1455–1464. DOI: 10.1037/a0016714
• Göllner, R., Damian, R. I., Rose, N., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. W. (2017). Is doing your homework associated with becoming more conscientious? Journal of Research in Personality, 71, 1–12. DOI: 10.1016/j.jrp.2017.08.007
• Gomez, R., Holmberg, K., Bounds, J., Fullarton, C., & Gomez, A. (1999). Neuroticism and extraversion as predictors of coping styles during early adolescence. Personality and Individual Differences, 27(1), 3–17. DOI: 10.1016/s0191-8869(98)00224-4
• Graziano, W. G., Hair, E. C., & Finch, J. F. (1997). Competitiveness mediates the link between personality and group performance. Journal of Personality and Social Psychology, 73(6), 1394–1408. DOI: 10.1037/0022-3514.73.6.1394
• Grazlano, W. G., & Ward, D. (1992). Probing the Big Five in adolescence: Personality and adjustment during a developmental transition. Journal of Personality, 60(2), 425–439. DOI: 10.1111/j.1467-6494.1992.tb00979.x
• Griffiths, N. L., Thomas, K., Dyer, B., Rea, J., & Bardi, A. (2021). The values of only- -children: Power and benevolence in the spotlight. Journal of Research in Personality, 92, 104096. DOI: 10.1016/j.jrp.2021.104096
• Haydon, G. (2006). Values in education. Continuum International Publishing Group.
• Iimura, S., & Taku, K. (2018). Gender differences in relationship between resilience and Big Five personality traits in Japanese adolescents. Psychological Reports, 121(5), 920–931. DOI: 10.1177/0033294117741654
• Imran, N., Aamer, I., Sharif, M. I., Bodla, Z. H., & Naveed, S. (2020). Psychological burden of quarantine in children and adolescents: A rapid systematic review and proposed solutions. Pakistan Journal of Medical Sciences, 36(5), 1106.
• Jensen-Campbell, L. A., & Graziano, W. G. (2001). Agreeableness as a moderator of interpersonal conflict. Journal of Personality, 69(2), 323–362. DOI: 10.1111/1467- 6494.00148
• Jensen-Campbell, L. A., Adams, R., Perry, D. G., Workman, K. A., Furdella, J. Q., & Egan, S. K. (2002). Agreeableness, extraversion, and peer relations in early adolescence: Winning friends and deflecting aggression. Journal of Research in Personality, 36(3), 224–251. DOI: 10.1006/jrpe.2002.2348
• Kim, S., & Kochanska, G. (2019). Evidence for childhood origins of conscientiousness: Testing a developmental path from toddler age to adolescence. Developmental Psychology, 55(1), 196–206. DOI: 10.1037/dev0000608
• Kitayama, S., & Cohen, D. (Eds). (2010). Handbook of Cultural Psychology. The Guilford Press.
• Knafo, A., & Schwartz, S. H. (2004). Identity formation and parent-child value congruence in adolescence. British Journal of Developmental Psychology, 22(3), 439–458. DOI: 10.1348/0261510041552765
• Lewis-Smith, I., Pass, L., & Reynolds, S. (2020). How adolescents understand their values: A qualitative study. Clinical Child Psychology and Psychiatry, 26(1), 231–242. DOI: 10.1177/1359104520964506
• Łubianka, B., Filipiak, S. (2019). System wartości młodzieży w okresie wczesnej adolescencji na dwóch etapach edukacji. Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica, 12, 98–116. DOI: 10.24917/20845596.12.5
• Maćkiewicz, M., & Cieciuch, J. (2012). Jak mierzyć cechy Wielką Piątkę u dzieci? Prace nad Obrazkowym Pomiarem Cech Osobowości Dzieci (OPCO-D). Psychologia Rozwojowa, 17(3), 69–82. DOI: 10.4467/20843879Pr.12.019.0638
• McCrae, R. R., & Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516. DOI: 10.1037/0003-066x.52.5.509
• McCrae, R. R., Zonderman, A. B., Costa, P. T., Bond, M. H., & Paunonen, S. V. (1996). Evaluating replicability of factors in the Revised NEO Personality Inventory: Confirmatory factor analysis versus Procrustes rotation. Journal of Personality and Social Psychology, 70(3), 552–566. DOI: 10.1037/0022-3514.70.3.552
• McCrae, R.R., & Costa, P.T. (2003). Personality in adulthood: A five-factor theory perspective. Guilford Press.
• Medveďová, L. (1998). Personality dimensions – “Little five” – and their relationships with coping strategies in early adolescence. Studia Psychologica, 40(4), 261–265.
• Meeus, W. (2016). Adolescent psychosocial development: A review of longitudinal models and research. Developmental Psychology, 52(12), 1969–1993. DOI: 10.1037/dev0000243
• Olver, J. M., & Mooradian, T. A. (2003). Personality traits and personal values: a conceptual and empirical integration. Personality and Individual Differences, 35(1), 109–125. DOI: 10.1016/s0191-8869(02)00145-9
• Parks-Leduc, L., Feldman, G., & Bardi, A. (2014). Personality traits and personal values. A meta-analysis. Personality and Social Psychology Review, 19(1), 3–29. DOI: 10.1177/1088868314538548
• Parks, L., & Guay, R. P. (2009). Personality, values, and motivation. Personality and Individual Differences, 47(7), 675–684. DOI: 10.1016/j.paid.2009.06.002
• Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge.
• Ponikiewska, K., Cieciuch, J., & Strus, W. (2020). In search of convergence between the main dimensions of interpersonal and basic human values in the context of personality traits. Personality and Individual Differences, 162, 110003. DOI: 10.1016/j.paid.2020.110003
• Pozzebon, J. A., & Ashton, M. C. (2009). Personality and values as predictors of selfand peer-reported behavior. Journal of Individual Differences, 30(3), 122–129. DOI: 10.1027/1614-0001.30.3.122
• Pullmann, H., Raudsepp, L., & Allik, J. (2006). Stability and change in adolescents’ personality: a longitudinal study. European Journal of Personality, 20(6), 447–459. DOI: 10.1002/per.611
• Roberts, B. W., & Nickel, L. B. (2021). Personality development across the life course: A neo socioanalytic perspective. In O. P. John, & R. W. Robins (Eds.), Handbook of personality: Theory and research (pp. 259–283). The Guilford Press.
• Roberts, B. W., Caspi, A., & Moffitt, T. E. (2001). The kids are alright: Growth and stability in personality development from adolescence to adulthood. Journal of Personality and Social Psychology, 81(4), 670–683. DOI: 10.1037/0022-3514.81.4.670
• Roccas, S., Sagiv, L., Schwartz, S. H., & Knafo, A. (2002). The Big Five personality factors and personal values. Personality and Social Psychology Bulletin, 28(6), 789–801. DOI: 10.1177/0146167202289008
• Rokeach, M. (1973). The nature of human values. The Free Press.
• Sagiv, L., & Schwartz, S. H. (2022). Personal values across cultures. Annual Review of Psychology, 73, 517–546. DOI: 10.1146/annurev-psych-020821-125100
• Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology (vol. 25, pp. 1–65). Academic Press.
• Schwartz, S. H. (2010). Basic values: how they motivate and inhibit prosocial behavior. In M. Mikulincer, & P. R. Shaver (Eds.), Prosocial motives, emotions, and behavior: The better angels of our nature (pp. 221–241). American Psychological Association.
• Schwartz, S. H., & Rubel-Lifschitz, T. (2009). Cross-national variation in the size of sex differences in values: Effects of gender equality. Journal of Personality and Social Psychology, 97(1), 171–185. DOI: 10.1037/a0015546
• Schwartz, S. H., & Rubel, T. (2005). Sex differences in value priorities: cross-cultural and multimethod studies. Journal of Personality and Social Psychology, 89(6), 1010–1028. DOI: 10.1037/0022-3514.89.6.1010
• Sirsch, U. (2003). The impending transition from primary to secondary school: Challenge or threat? International Journal of Behavioral Development, 27(5), 385–395. DOI: 10.1080/01650250344000082
• Slobodskaya, H. R., & Kornienko, O. S. (2021). Age and gender differences in personality traits from early childhood through adolescence. Journal of Personality, 89(5), 933–950. DOI: 10.1111/jopy.12624
• Sluckin, A. (2017). Growing up in the playground: The social development of children (Vol. 51). Routledge.
• Soto, C. J., & Tackett, J. L. (2015). Personality traits in childhood and adolescence. Current Directions in Psychological Science, 24(5), 358–362. DOI: 10.1177/0963721415589345
• Spernes, K. (2020). The transition between primary and secondary school: a thematic review emphasizing social and emotional issues. Research Papers in Education, 37(3), 303–320. DOI: 10.1080/02671522.2020.1849366
• Suldo, S. M., R. Minch, D., & Hearon, B. V. (2014). Adolescent life satisfaction and personality characteristics: Investigating relationships using a five-factor model. Journal of Happiness Studies, 16(4), 965–983. DOI: 10.1007/s10902-014-9544-1
• Vecchione, M., Alessandri, G., Roccas, S., & Caprara, G. V. (2018). A look into the relationship between personality traits and basic values: A longitudinal investigation. Journal of Personality, 87(2), 413–427. DOI: 10.1111/jopy.12399
• Vecchione, M., Schwartz, S. H., Davidov, E., Cieciuch, J., Alessandri, G., & Marsicano, G. (2019). Stability and change of basic personal values in early adolescence: A 2‐year longitudinal study. Journal of Personality, 88(3), 447–463. DOI: 10.1111/jopy.12502
• Warren, M. T., Wray-Lake, L., & Shubert, J. (2019). Developmental changes in mindful awareness during adolescence. International Journal of Behavioral Development, 44(1), 31–40. DOI: 10.1177/0165025419885023