Journal of personality · 2022
Personality maturation through sense of mastery? Longitudinal evidence from two education-to-work transition studies.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Reitz Anne K, den Boer Liselotte, van Scheppingen Manon A, Diwan Ketaki
Аннотация
OBJECTIVE: Why personality changes in young adulthood remains a critical theoretical and empirical question. We studied personality change during the education-to-work transition, including mean-level personality change and its specific timing, the degree of individual variability in change, and the link between sense of mastery and personality change.
METHODS: We used two intensive longitudinal studies. Study 1 included 5 waves of data across 2 years during the university-to-work transition (N = 309; mean-aged 25). Study 2 included 3 waves of data across 8 months during an internship-heavy teacher education program (N = 317; mean-aged 22). We measured personality traits and work-related mastery with questionnaires and personality states and general mastery with the experience sampling method.
RESULTS: First, we found no evidence for mean-level personality maturation but decreases in trait Conscientiousness. Second, young adults differed significantly in personality trait and state change. Third, young adults with higher levels of work-related sense of mastery showed more positive changes in trait Conscientiousness. Decreases in general sense of mastery predicted later decreases in state Emotional Stability and vice versa. Change in general sense of mastery correlated with personality state change.
CONCLUSIONS: Sense of mastery seems to be part of a dynamic short-term process underlying personality change in young adulthood.
METHODS: We used two intensive longitudinal studies. Study 1 included 5 waves of data across 2 years during the university-to-work transition (N = 309; mean-aged 25). Study 2 included 3 waves of data across 8 months during an internship-heavy teacher education program (N = 317; mean-aged 22). We measured personality traits and work-related mastery with questionnaires and personality states and general mastery with the experience sampling method.
RESULTS: First, we found no evidence for mean-level personality maturation but decreases in trait Conscientiousness. Second, young adults differed significantly in personality trait and state change. Third, young adults with higher levels of work-related sense of mastery showed more positive changes in trait Conscientiousness. Decreases in general sense of mastery predicted later decreases in state Emotional Stability and vice versa. Change in general sense of mastery correlated with personality state change.
CONCLUSIONS: Sense of mastery seems to be part of a dynamic short-term process underlying personality change in young adulthood.