 12. Personality Development in Middle Childhood  301
Measelle, J. R., John, O. P., Ablow, J. C., Cowan, P. 
A., & Cowan, C. P. (2005). Can children provide 
coherent, stable, and valid self-  reports on the Big 
Five dimensions?: A longitudinal study from ages 
5 to 7. Journal of Personality and Social Psychol -
ogy, 89 (1), 90–106.
Mervielde, I., De Fruyt, F., & De Clercq, B. J. 
(2009). Manual of the Hierarchical Personality 
Inventory for Children . Amsterdam: Hogrefe.
Ong, X. L., Hong, R. Y., Tsai, F.-F., & Tan, S. H. 
(2019). Becoming more or less mature?: The de -
cline of self-  control in middle childhood. Journal 
of Personality, 87, 799–812.
Pasupathi, M., & Wainryb, C. (2010). On telling 
the whole story: Facts and interpretations in au -
tobiographical memory narratives from child -
hood through mid-  adolescence. Developmental 
Psychology, 46 (3), 735–746.
Prinzie, P., & Dekovic, J. (2008). Continuity and 
change of childhood personality characteristics 
through the lens of teachers. Personality and In -
dividual Differences, 45, 82–88.
Roberts, B. W., & DelVecchio, W. F. (2000). The 
rank-order consistency of personality traits from 
childhood to old age: A quantitative review of 
longitudinal studies. Psychological Bulletin, 
126, 25–30.
Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, 
T. (2013). Social goals, social behavior, and so -
cial status in middle childhood. Developmental 
Psychology, 49 (6), 1139–1150.
Rothbart, M. K. (2011). Becoming who we are: 
Temperament and personality in development . 
New York: Guilford Press.
Rubin, K. H., Bukowski, W., & Bowker, J. (2015). 
Children in peer groups. In R. M. Lerner (Series 
Ed.) & M. H. Bornstein & T. Leventhal (Vol. 
Eds.), Handbook of child psychology and de -
velopmental science: Vol. 4. Ecological settings 
and processes  (7th ed., pp. 175–222). New York: 
Wiley.
Rudolph, K. D., Abaied, J. L., Flynn, M., Sugimu -
ra, N., & Agoston, A. M. (2011). Developing 
relationships, being cool, and not looking like a 
loser: Social goal orientation predicts children’s 
responses to peer aggression. Child Develop -
ment, 82 (5), 1518–1530.
Rueda, M. R. (2012). Effortful control. In M. Zent -
ner & R. L. Shiner (Eds.), Handbook of tempera -
ment  (pp. 145–167). New York: Guilford Press.
Ryan, R. M., & Moller, A. C. (2017). Competence 
as central, but not sufficient, for high-  quality 
motivation. In A. J. Elliott, C. S. Dweck, & D. 
S. Yeager (Eds.), Handbook of competence and 
motivation: Theory and application (2nd ed., 
pp. 214–231). New York: Guilford Press.
Sameroff, A. J., & Haith, M. M. (1996). The five to 
seven year shift . Chicago: University of Chicago 
Press.Schwartz, S. H. (1992). Universals in the content 
and structure of values: Theoretical advances 
and empirical tests in 20 countries. In M. P. 
Zanna (Ed.), Advances in experimental social 
psychology  (Vol. 25, pp. 1–65). San Diego, CA: 
Academic Press.
Seiffge-  Krenke, E., Aunola, K., & Nurmi, J.-E. 
(2009). Changes in stress perception and cop -
ing during adolescence: The role of situational 
and personal factors. Child Development, 80 (1), 
259–279.
Shiner, R. L. (1998). How shall we speak of chil -
dren’s personalities in middle childhood?: A 
preliminary taxonomy. Psychological Bulletin, 
124(3), 308–332.
Shiner, R. L. (2014). The development of tempera -
ment and personality traits in childhood and ado -
lescence. In M. Mikulincer & P. Shaver (Eds.) & 
M. L. Cooper, & R. Larsen (Assoc. Eds.), APA 
handbook of personality and social psychology: 
Vol. 3. Personality processes and individual dif -
ferences  (pp. 85–105). Washington, DC: Ameri -
can Psychological Association.
Shiner, R. L., Allen, T. A., & Masten, A. S. (2017). 
Adversity in adolescence predicts personality 
trait change from childhood to adulthood. Jour-
nal of Research in Personality, 67, 171–182.
Shiner, R. L., Buss, K. A., McClowry, S. G., Put -
nam, S. P., Saudino, K. J., & Zentner, M. (2012). 
What is temperament now ?: Assessing progress 
in temperament research on the twenty-  fifth an -
niversary of Goldsmith et al. (1987). Child De -
velopment Perspectives, 6 (4), 436–444.
Shiner, R. L., & DeYoung, C. G. (2013). The struc -
ture of temperament and personality traits: A 
developmental perspective. In P. Zelazo (Ed.), 
Oxford handbook of developmental psychol -
ogy (pp. 113–141). New York: Oxford University 
Press.
Shiner, R. L., & Masten, A. S. (2012). Childhood 
personality as a harbinger of competence and re -
silience in adulthood. Development and Psycho -
pathology, 24 (2), 507–528.
Skinner, E. A., & Zimmer-  Gembeck, M. J. (2007). 
The development of coping. Annual Review of 
Psychology, 58, 144–199.
Soto, C. J. (2016). The Little Six personality di -
mensions from early childhood to early adult -
hood: Mean-level age and gender differences in 
parents’ reports. Journal of Personality, 84 (4), 
409–422.
Soto, C. J., & John, O. P. (2014). Traits in transi -
tion: The structure of parent-  reported personali -
ty traits from early childhood to early adulthood. 
Journal of Personality, 82 (3), 182–199.
Soto, C. J., & John, O. P. (2017). The next Big Five 
Inventory (BFI-2): Developing and assessing a 
hierarchical model with 15 facets to enhance 
bandwidth, fidelity, and predictive power Jour -