The collection of the Role Construct Repertory Test (REP Test; Kelly, 1955) data analyzed here was supported by National Institute of Mental Health Grant MH16080 to Jack and Jeanne H. Block. The work reported in this article was conducted with the support of a National Science Foundation Predoctoral Fellowship to the author. I am grateful to Jack Block for the use of the REP Test protocols, and to Oliver P. John for his suggestions and advice. Thanks are also due to Kenneth Craik, Gerald Mendelsohn, Felicia Pratto, and Robert Robinson for comments on earlier drafts of this manuscript.
Do Children Use the Big Five, Too? Content and Structural Form In Personality Description
Article first published online: 28 APR 2006
Journal of Personality
Volume 62, Issue 1, pages 45–66, March 1994
How to Cite
Donahue, E. M. (1994), Do Children Use the Big Five, Too? Content and Structural Form In Personality Description. Journal of Personality, 62: 45–66. doi: 10.1111/j.1467-6494.1994.tb00794.x
- Issue published online: 28 APR 2006
- Article first published online: 28 APR 2006
- Manuscript received May 26, 1992: revised October 15, 1992.
Free personality descriptions generated by 11-year-olds in the Role Construct Repertory Test (Kelly, 1955) were content-analyzed. The children's personality constructs were coded according to structural form (e.g., habits, preferences, traits) and “Big Five” personality content domain (e.g., Agreeableness, Conscientiousness). Findings showed that the children generated constructs from all of the Big Five personality domains. Agreeableness constructs were used most frequently, replicating the prevalence of that domain in studies of adult trait attribution (Peabody & Goldberg, 1989). However, in contrast to adults, less than half of the children's Big Five constructs were expressed as personality traits. The children's use of structural forms varied systematically with the personality domain they were describing. Target likability and age were also found to be related to the personality domains and structural forms of the children's constructs.