Personality Traits in Childhood and Adolescence
By C. Soto, J. Tackett. 2015
312 citations recorded by the source corpus.
Subfields: Clinical Psychology
View Paper: https://www.semanticscholar.org/paper/38f47a62ad345ed37a81e1dd37a815038214a0ae
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- M. Back
- W. Bleidorn
- C. Kandler
- Miloš Kankaraš
- C. Soto
- Johannes Zimmermann
- B. Roberts
- Christopher J. Hopwood
Citations in the corpus
- Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills (2018, background): “Their findings led to the introduction of a third conclusion about personality development, the adolescence disruption principle (Soto, 2016[197]; Soto and Tackett, 2015[187]).”
- Assessment framework of the OECD Study on Social and Emotional Skills (2019, background): “This is especially the case during adolescence (Soto, 2016[100]; Soto and Tackett, 2015[101]) when young people are increasingly influenced by their peers (Grusec and Davidov, 2010[102]), and need to develop skills such as negotiation, conflict resolution, empathy and understanding (Kerr et al.,…”
- Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills (2020, background): “…skills at school and work), (c) some of these positive trends may be temporarily disrupted by the biosocial changes accompanying adolescence (Soto & Tackett, 2015), and (d) social roles and life circumstances that call for frequent enactment of a particular skill or targeted, contextually…”
- Personality trait stability and change (2021, result): “This trend – often referred to as disrup tion hypothesis – has been replicated in cross-sectional and longitudinal studies using both self-reports and parents’ reports (Soto & Tackett, 2015).”
- Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “Personality traits were excluded because they are seen as relatively stable traits and considered to be less affected by school settings (e.g., Soto & Tackett, 2015; example of an excluded study: Porrata, 1997).”