• John E Kurtz, Meredith A Puher, and Nicole A Cross.
• Psychology Department, Villanova University, PA 19085–1699, USA. John.Kurtz@Villanova.edu
• J Pers Assess. 2012 Jan 1; 94 (6): 630-7.

AbstractStudies that relate normal personality traits to students' adjustment to college have relied heavily on self-rating methods, concurrent designs, and academic performance indicators as criteria. We conducted a prospective study of high school seniors with a follow-up assessment made near the end of their freshman year of college. Self-ratings of personality traits and college adjustment were obtained from 90 students using the revised NEO personality inventory (NEO PI-R; Costa & McCrae, 1992) and the student adaptation to college questionnaire (SACQ; Baker & Siryk, 1989 ). Ratings of personality were also obtained from parents (n = 66) and same-sex peers from the college setting (n = 78) using the NEO five-factor inventory (NEO-FFI; Costa & McCrae, 1992 ). SACQ academic adjustment was correlated with conscientiousness ratings by all three sources and with openness ratings by parents and peers. SACQ Social Adjustment was correlated with self-ratings of neuroticism and peer ratings of extraversion. SACQ personal-emotional adjustment was correlated with self-ratings and parent ratings of neuroticism. Ratings by parents and peers showed significant incremental validity over self-ratings in the prediction of certain trait-adjustment relationships.

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