
Naemi BrandtKiel University | CAU
Naemi Brandt
Dr.rer.nat.
About
23
Publications
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Introduction
Professor of Developmental Psychology at Kiel University
Publications
Publications (23)
Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality...
Aim: Personality traits and cognitive ability are well-established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait–performance relations should vary depending on the demands and opportunities for trait...
Personality traits are well-known predictors of academic success across all levels of education. However, whether school provides an environment to cultivate and promote personality traits is largely unknown. Theories about personality development give reasons to assume that enduring experiences at school could lead to prolonged personality changes...
Adults’ ratings of children’s personality have been found to be more closely associated with academic performance than children’s self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied...
When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people’s success: how people act (personality) and what motivates them to act this way (motivation). However, little is known about whether and how personality and motivation change together and how their possible dynamic interplay predicts success....
Introduction
How does a student's personality development relate to the personality of their classmates? The school class builds a pertinent comparison group during adolescence that has been identified as a critical factor in students' development of abilities and self‐perceptions. This study empirically tests the impact of classroom personality co...
Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, Mage = 14.98 years, 51% f...
Striving towards perfection is an important concept of study, given its heterogenous associations with both positive and negative outcomes. To address this matter, recent work has emphasized the need to differentiate between striving towards perfection (perfectionism) and excellence (excellencism). However, the applicability of this differentiation...
Whereas meta-analytic evidence has accumulated about the important role personality characteristics such as the Big Five traits play for academic performance in secondary school, less is known about the specific behavioral and emotional repertoire that drives these associations. A closer look at the facet-level of Big Five traits can provide this k...
Adolescence is a formative life phase for the development of personality characteristics. Although past findings suggest Big Five traits alongside self-esteem as indicators for successful development, little is known about their longitudinal interplay. We addressed this research gap by integrating data from three longitudinal studies (NT1 = 1,088;...
In Western societies, singlehood has become increasingly normative over historical time. But whether singles are more satisfied nowadays remains unclear. In this preregistered cohort-sequential study, we analyzed data from 2,936 German participants (M = 21.01 years, SD = 7.60 years) from different birth cohorts. Singlehood satisfaction and life sat...
Research over the past 2 decades has repeatedly shown that the evaluation of one’s own worth—trait self-esteem—is closely linked to the quality of social relationships and perceptions of social inclusion. However, there is limited evidence on the dynamics between momentary self-esteem and perceptions of social inclusion in everyday life, as well as...
Self-esteem and social relationships have been recognized as key socio-emotional predictors of diverse life-outcomes in adolescence and beyond. Despite such recognitions, fairly little is known about their longitudinal interplay with academic variables and thus, to what degree educational outcomes are interrelated with these socio-emotional dynamic...
Objective:
Accumulated evidence indicates both stable and malleable parts of inter-individual differences in the broad Big Five domains. Less is known, however, about stability and change at the more diversified facet level. With the current study, we fill this gap by investigating personality stability and change across midlife and old age.
Meth...
We studied the longitudinal interplay between five-factor model personality traits, interpersonal, and institutional trust from young to middle adulthood and examined whether concurrent levels and change of all constructs predict civic outcomes. We found stability and change in trust variables and personality across almost 20 years in 4,120 adults...
In the global COVID-19 pandemic, adolescents are regarded as especially burdened due to school closures and leisure activities being banned, often reducing peer contacts to zero. Experiencing restrictions while being uninvolved in decision-making processes left them with little control over their daily lives. Meanwhile, research highlights that opt...
Fluid intelligence and conscientiousness are important predictors of students' academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question usin...
Society and developmental theory generally assume that there are wide generational differences in personality. Yet evidence showing historical change in the levels of adult Big Five traits is scarce and particularly so for developmental change. We tracked adult trajectories of personality in 4,732 participants (age: M = 52.93 years, SD = 16.69; 53%...
The school environment is one key developmental context that is assumed to shape individual characteristics during adolescence.
However, little is known about which school experiences are central to personality change or whether school experiences and personality co-shape each other over time. We address this gap by examining the longitudinal inter...
Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive to achievement are themse...
Although psychosocial functioning and personality are indisputably interrelated in adulthood, much less is known about these associations in early adolescence. Accordingly, the goal of the current study was twofold. First, we investigated associations between adolescents’ personality and three broad indicators of psychosocial functioning: academic...
Objective:
This study examined associations between the five-factor personality traits and indicators of academic achievement (grades and test scores). A particular aim was to investigate whether personality-achievement associations differ between primary and secondary educational contexts and whether these differences vary between differential le...