320 III. DEvELOPMENT
of personality and temperament in learning. In L. 
Corno & E. M. Anderman (Eds.), Handbook of 
educational psychology  (3rd ed., pp. 172–185). 
New York: Routledge.
Primi, R., Santos, D., John, O. P., & De Fruyt, F. 
(2016). Development of an inventory assessing 
social and emotional skills in Brazilian youth. 
European Journal of Psychological Assessment, 
32(1), 5–16.
Prinzie, P., Onghena, P., Hellinckx, W., Grietens, 
H., Ghesquiere, P., & Colpin, H. (2003). The 
additive and interactive effects of parenting and 
children’s personality on externalizing behav -
iour. European Journal of Personality, 17 (2), 
95–117.
Prinzie, P., Onghena, P., Hellinckx, W., Grietens, 
H., Ghesquiere, P., & Colpin, H. (2004). Par -
ent and child personality characteristics as pre -
dictors of negative discipline and externalizing 
problem behaviour in children. European Jour -
nal of Personality, 18 (2), 73–102.
Putnam, S. P., & Rothbart, M. K. (2006). Develop -
ment of short and very short forms of the Chil -
dren’s Behavior Questionnaire. Journal of Per -
sonality Assessment, 87 (1), 102–112.
Rauthmann, J. F., Gallardo-  Pujol, D., Guillaume, 
E. M., Todd, E., Nave, C. S., Sherman, R. A., et 
al. (2014). The Situational Eight DIAMONDS: 
A taxonomy of major dimensions of situation 
characteristics. Journal of Personality and Social 
Psychology, 107 (4), 677–718.
Rauthmann, J. F., & Sherman, R. A. (2018). The 
description of situations: Towards replicable do -
mains of psychological situation characteristics. 
Journal of Personality and Social Psychology, 
114(3), 482–488.
Robins, R. W., John, O. P., Caspi, A., Moffitt, T. 
E., & Stouthamer-  Loeber, M. (1996). Resilient, 
overcontrolled, and undercontrolled boys: Three 
replicable personality types. Journal of Personal -
ity and Social Psychology, 70 (1), 157–171.
Rutter, M., Bailey, A., & Pickles, A. (2003). Social 
Communication Questionnaire (SCQ) . Los An -
geles: Western Psychological Services.
Schwaba, T., & Bleidorn, W. (2018). Individual dif -
ferences in personality change across the adult 
life span. Journal of Personality, 86 (3), 450–464.
Shiner, R. L., & Caspi, A. (2003). Personality dif -
ferences in childhood and adolescence: Measure -
ment, development, and consequences. Journal 
of Child Psychology and Psychiatry, 44, 2–32.
Soto, C. J., & John, O. P. (2009). Ten facet scales 
for the Big Five Inventory: Convergence with 
NEO PI-R facets, self-peer agreement, and dis -
criminant validity. Journal of Research in Per -
sonality, 43,  84–90.
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 -
nal of Personality and Social Psychology, 113, 
117–143.
Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. 
(2008). The developmental psychometrics of big 
five self-  reports: Acquiescence, factor structure, 
coherence, and differentiation from ages 10 to 
20. Journal of Personality and Social Psychol -
ogy, 94 (4), 718–737.
Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. 
(2011). Age differences in personality traits from 
10 to 65: Big Five domains and facets in a large 
cross-  sectional sample. Journal of Personality 
and Social Psychology, 100 (2), 330–348.
Specht, J., Bleidorn, W., Denissen, J. J. A., Hen -
necke, M., Hutteman, R., Kandler, C., et al. 
(2014). What drives adult personality develop -
ment?: A comparison of theoretical perspectives 
and empirical evidence. European Journal of 
Personality, 28 (3), 216–230.
Srivastava, S., John, O. P., Gosling, S. D., & Potter, 
J. (2003). Development of personality in early 
and middle adulthood: Set like plaster or persis -
tent change? Journal of Personality and Social 
Psychology, 84 (5), 1041–1053.
Steel, P., Schmidt, J., & Shultz, J. (2008). Refining 
the relationship between personality and subjec -
tive well-being. Psychological Bulletin, 134 (1), 
138–161.
Strelau, J., & Zawadzki, B. (2012). Activity as a 
temperament trait. In M. Zentner & R. Shiner 
(Eds.), Handbook of temperament (pp. 83–104). 
New York: Guilford Press.
Tackett, J. L. (2006). Evaluating models of the 
personality–  psychopathology relationship in 
children and adolescents. Clinical Psychology 
Review, 26 (5), 584–599.
Tackett, J. L., Kushner, S. C., De Fruyt, F., & Mer -
vielde, I. (2013). Delineating personality traits in 
childhood and adolescence: Associations across 
measures, temperament, and behavioral prob -
lems. Assessment, 20 (6), 738–751.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weiss -
berg, R. P. (2017). Promoting positive youth de -
velopment through school-  based social and emo -
tional learning interventions: A meta-  analysis 
of follow-  up effects. Child Development, 88 (4), 
1156–1171.
Thomas, A., Chess, L. A., Birch, H. G., Herzig, M. 
E., & Korn, S. (1963). Behavioral individuality 
in early childhood . New York: New York Uni -
versity Press.
Thomas, A., & Chess, S. (1977). Temperament and 
development . New York: Brunner/Mazel.
Trull, T. J., & Ebner-  Priemer, U. (2013). Ambula -
tory assessment. In S. Nolen-  Hoeksema (Ed.), 
Annual review of clinical psychology (Vol. 9, 
pp. 151–176). Palo Alto: Annual Reviews.
Van Leeuwen, K., De Fruyt, F., & Mervielde, I. 