An exploration of reciprocal and co-developmental relationships of personality with personal accomplishment
基于整体特质理论，研究教师三个月内人格特质（大五人格）与个人成就感的共同发展和方向性关系，发现尽责性、外向性、宜人性等维度与个人成就感存在互惠影响。
A growing body of literature has established that the workplace is a key context for adulthood personality development, with empirical investigations from both trait research over decades and state research across hours and days supporting the existence of change. However, little is known about the development of personality across the medium term over weeks and months, and the related work factors involved in such development. Grounded in Whole Trait Theory, we describe personality phases as a concept and operationalization of personality between states and traits and examine personal accomplishment alongside the Big Five at both the factor and facet level across a three-month period in a sample of teachers. Using an exploratory analysis model, we analysed correlational, co-developmental, and directional growth relationships. Parallel process growth curve modelling found evidence of co-development between personal accomplishment, Extraversion, and Agreeableness facets. Directional growth relationships were also identified, with baseline productiveness (a facet of Conscientiousness) related to subsequent changes in personal accomplishment, while baseline personal accomplishment was associated with later changes in Conscientiousness, and the associated facet responsibility, as well as trust (a facet of Agreeableness). Implications for theory and practice are discussed.