稳定性与可变性：西方儿童青少年“大五”人格发展研究概述

摘要： 弄清儿童青少年人格发展特点，可为人格发展与教育工作提供参考。文章梳理了近30年西方儿童青少年“大五”人格发展的研究进展，区分了人格发展的两种主要表现形式，并分别从这两方面总结出儿童青少年“大五”人格结构的稳定性、人格特质平均水平的可变性。最后基于现有研究存在的问题，结合当前时代特点，提出未来研究方向。
Abstract: The personality of children and adolescents is related to many aspects of individuals’ later developments, including physical and psychological health, educational and occupational achievements, as well as social relationships. It can provide the basis and reference for the work of their personality development and cultivation to clarify the age differences in children and adolescents’ personality. However, the existing developmentally oriented research has not reached a consensus on the age differences in personality in western children and adolescents, and the debate on stability and change of personality development has always being existing. Based on the research about the Big Five personality development of western children and adolescents in the last three decades, this article distinguishes two main forms of personality development, and summarizes the age differences in the Big Five personality from childhood to adolescence, including the development of the Big Five personality structure, as well as the mean-level age differences in the Big Five personality domains. The Big Five, a hierarchical structure, is not only suitable for organizing the personality traits of children and adolescents in much the same way as it does to adults, but also relatively stable across childhood and adolescence. Although the number and the representativeness of low-order traits in some high-order domains may change, the five high-order domains remain stable from childhood to adolescence. The mean levels in the Big Five personality domains across childhood and adolescence vary with age, and the changes do not simply represent a monotonic trend toward greater and greater psychosocial adjustment. Extraversion gradually declines from childhood to adolescence. Agreeableness and Conscientiousness show the similar developmental trajectories: they both increase from early childhood to late childhood, decline during early adolescence, and increase again after entering middle adolescence. The development of Neuroticism during this period shows interaction effects of gender and age. From early childhood to middle childhood, the mean levels of Neuroticism for boys and girls rise slightly. From late childhood to middle adolescence, Neuroticism increases for girls, while declines for boys. After entering late adolescence, Neuroticism for boys and girls declines again. The mean-level change in Openness may