Becoming as Open‐Minded and Organized as My Classmates? Peer Effects on Self‐Reported Personality Trait Development in the Classroom

Dados Bibliográficos

ID7160293
AutoresMieke Johannsen (0009-0008-4728-7164, Department of Psychology University of Hamburg Hamburg Germany, autor correspondente), Naemi D Brandt (0000-0003-1221-9117, Department of Psychology University of Hamburg Hamburg Germany), Oliver Lüdtke (0000-0001-9744-3059, Leibniz Institute for Science and Mathematics Education at Kiel University Kiel Germany), Jenny Wagner (0000-0001-7507-9620, Department of Psychology University of Hamburg Hamburg Germany)
Ano2025
Volume93
Fascículo6
Páginas1298-1314
Data de publicação2025-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Personality (JOURNAL)
Identificadores do periódicoISSN: 0022-3506 • E-ISSN: 1467-6494
EditoraWiley (PUBLISHER • GB)
DOI10.1111/jopy.13009
PMID39790032
OpenAlexW4406270761
IdiomaEN
Referências citadas75

INTRODUCTION: How does a student's personality development relate to the personality of their classmates? The school class builds a pertinent comparison group during adolescence that has been identified as a critical factor in students' development of abilities and self-perceptions. This study empirically tests the impact of classroom personality composition on changes in adolescents' Big Five personality traits. We hypothesized positive associations between class-level openness and conscientiousness and the individual development of these traits given their role in academic performance. METHOD: = 788). RESULTS: Our analyses yielded two principal findings: First, individual personality levels remained highly stable across different time periods. Second, contrary to our hypotheses, baseline class-level openness and conscientiousness were not positively linked to individual personality development. Instead, there were some indications that higher class-level openness was negatively linked to individual openness to experiences at the second measurement point. CONCLUSIONS: We discuss the absence of systematic composition effects at the classroom level and consider methodological challenges in investigating these effects

Big Five personality traits · Big Five personality traits and culture · Conscientiousness · Developmental psychology · Extraversion and introversion · Hierarchical structure of the Big Five · Openness to experience · Personality · Personality development · Structural equation modeling · Trait · Bullying, Victimization, and Aggression · Education, Achievement, and Giftedness · Personality Traits and Psychology · Psychology · Social Psychology