300 III. DEvELOPMENT
Dyson, M. W., Olino, T. M., Durbin, C. E., Gold -
smith, H. H., Bufferd, S. J., Miller, A. R., et al. 
(2015). The structural and rank-order stability 
of temperament in young children based on a 
laboratory-  observational measure. Psychological 
Assessment, 27 (4), 1388–1401.
Eisenberg, N., Hofer, C., Sulik, M. J., & Spinrad, 
T. L. (2014). Self-  regulation, effortful control, 
and their socioemotional correlates. In J. J. 
Gross (Ed.), Handbook of emotion regulation 
(pp. 157–172). New York: Guilford Press.
Elliot, A. J., & Fryer, J. W. (2008). The goal concept 
in psychology. In J. Shah & W. Gardner (Eds.), 
Handbook of motivational science  (pp. 235–
250). New York: Guilford Press.
Elliot, A. J., & Hulleman, C. S. (2017). Achieve -
ment goals. In A. J. Elliot, C. S. Dweck, & D. 
S. Yeager (Eds.), Handbook of competence and 
motivation: Theory and application (2nd ed., 
pp. 43–60). New York: Guilford Press.
Ferguson, C. J. (2010). A meta-  analysis of normal 
and disordered personality across the life span. 
Journal of Personality and Social Psychology, 
98, 659– 667.
Fivush, R., Reese, E., & Booker, J. A. (2019). Devel -
opmental foundations of the narrative author in 
early mother–  child reminiscing. In D. P. McAd -
ams, R. L. Shiner, & J. L. Tackett (Eds.), Hand -
book of personality development (pp. 399–417). 
New York: Guilford Press.
Gauvain, M., Perez, S. M., & Reisz, Z. (2018). Sta -
bility and change in mother–  child planning over 
middle childhood. Developmental Psychology, 
54(3), 571–585.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. 
(2001). Continuity of academic intrinsic motiva -
tion from childhood through late adolescence: A 
longitudinal study. Journal of Educational Psy -
chology, 93,  3–13.
Halverson, C. F., Hamill, V. L., Deal, J., Baker, S. 
R., Victor, J. B., Pavlopoulos, V., et al. (2003). 
Personality structure as derived from parental 
ratings of free descriptions of children: The in -
ventory of child individual differences. Journal 
of Personality, 71 (6), 995–1026.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., 
& Harackiewicz, J. M. (2010). A meta-  analytic 
review of achievement goal measures: Different 
labels for the same construct or different con -
structs with similar labels? Psychological Bulle -
tin, 136, 422–449.
John, O. P., Caspi, A., Robins, R. W., Moffitt, T. 
E., & Stouthamer-  Loeber, M. (1994). The “little 
five”: Exploring the homological network of the 
five- factor model of personality in adolescent 
boys. Child Development, 65, 160–178.
Kandler, C., Gottschling, J., & Spinath, F. M. 
(2016). Genetic and environmental parent–  child 
transmission of value orientations: An extended twin family study. Child Development, 87 (1), 
270–284.
Kandler, C., Waaktaar, T., Mottus, R., Riemann, 
R., & Torgersen, S. (2019). Unravelling the inter -
play between genetic and environmental contri -
butions in the unfolding of personality differenc -
es from early adolescence to young adulthood. 
European Journal of Personality Psychology, 
33, 221–244.
Killen, M. (2016). Children’s values: Universality, 
conflict, and sources of influence. Social Devel -
opment, 25 (3), 565–571.
Knafo, A., & Israel, S. (2012). Kindness: A ne -
glected temperamental dimension of empathy 
and prosociality. In M. Zentner & R. L. Shiner 
(Eds.), Handbook of temperament (pp. 168–
179). New York: Guilford Press.
Köber, C., & Habermas, T. (2017). How stable is 
the personal past?: Stability of most important 
autobiographical memories and life narratives 
across eight years in a life span sample. Journal 
of Personality and Social Psychology, 113 (4), 
608–626.
Kotelnikova, Y., Olino, T. M., Klein, D. N., Kryski, 
K. R., & Hayden, E. P. (2016). Higher- and low -
er-order factor analyses of the Children’s Behav -
ior Questionnaire in early and middle childhood. 
Psychological Assessment, 28 (1), 92–108.
Kotelnikova, Y., Olino, T. M., Klein, D. N., Mack -
rell, S. V. M., & Hayden, E. P. (2017). Higher 
and lower order factor analyses of the tempera -
ment in middle childhood questionnaire. Assess -
ment, 24 (8), 1050–1061.
Kotelnikova, Y., Olino, T. M., Mackrell, S. V. M., 
Jordan, P. L., & Hayden, E. P. (2013). Structure 
of observed temperament in middle childhood. 
Journal of Research in Personality, 47, 524–532.
Lancy, D. F. (2008). The anthropology of child -
hood: Cherubs, chattel, and changelings . Cam -
bridge, UK: Cambridge University Press.
Lancy, D. F., & Grove, M. A. (2011). Getting no -
ticed: Middle childhood in cross-  cultural per -
spective. Human Nature, 22, 281–302.
Lewis, M. (2000). The emergence of human emo -
tions. In M. Lewis & J. M. Haviland- Jones (Eds.), 
Handbook of emotions (2nd ed., pp. 265–280). 
New York: Guilford Press.
Masten, A. S., & Tellegen, A. (2012). Resilience 
in developmental psychopathology: Contribu -
tions of the Project Competence Longitudinal 
Study. Development and Psychopathology, 24, 
345–361.
McAdams, D. P. (2015). The art and science of 
personality development . New York: Guilford 
Press.
McAdams, D. P. (2019). The emergence of person -
ality. In D. P. McAdams, R. L. Shiner, & J. L. 
Tackett (Eds.), Handbook of personality devel -
opment  (pp. 3–19). New York: Guilford Press.