Abstract
In this cross-sectional study, we analyse the relationship between personality, which was operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-A) and the way students live their lives at school, expressed through indicators of achievement, integration, and overall satisfaction. A total of 351 students, aged 14-18 years, participated in the study. The instruments were the Portuguese version of the MMPI-A and the School Life Questionnaire. Results show a pattern of significant relationships between personality traits and school life, being Disconstraint and Introversion the personality dimensions that stood out mostly in the explanation of school life variables results. Results are analysed considering the importance of personality for the development of more or less adaptive pathways in adolescence.
Highlights
Resumo Neste estudo transversal, analisamos a relação entre a personalidade, operacionalizada nas dimensões PSY-5 do Inventário Multifásico da Personalidade de Minnesota – Adolescente (MMPI-A), e o modo como os adolescentes vivenciam o seu percurso escolar, expresso em indicadores de desempenho, integração e de satisfação global
We highlight Introversion, which is the only personality dimension significantly associated to extracurricular activities, a result that underlines the importance of positive emotionality characteristics for the participation in school activities
In this study we analysed the pattern of relationships between personality factors and the way adolescents deal with school life challenges
Summary
Resumo Neste estudo transversal, analisamos a relação entre a personalidade, operacionalizada nas dimensões PSY-5 do Inventário Multifásico da Personalidade de Minnesota – Adolescente (MMPI-A), e o modo como os adolescentes vivenciam o seu percurso escolar, expresso em indicadores de desempenho, integração e de satisfação global. Beyond achievement related variables, school life includes a wider set of dimensions, namely indicators of integration (e.g., behaviour and relational patterns, the involvement in school extracurricular activities and adjustment to transitions), as well as adolescents’ sense of accomplishment or overall satisfaction about school life Since that all these dimensions are approached in this study, we think this research can bring a more inclusive picture concerning how relevant personality structural dimensions are for students’ adaptation to school
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