Perceiver Effects and Socioeconomic Background: Contrasting Parent-Reports against Teacher-Reports of Elementary School Students’ Personality

Figures & data

Table 1. Study 1: Latent bivariate correlations between study variables in a sample of German elementary school students, N = 5,789.

	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)	(10)	(11)	(12)
Openness (TR) (1)	1.00	.76**	.48**	.34**	.61**	.57**	.41**	−.03	.09*	.11**	.37**	.24**
Conscientiousness (TR) (2)		1.00	.12**	.60**	.32**	.40**	.52**	−.15**	.16**	.02	.21**	.16**
Extraversion (TR) (3)			1.00	.02	.84**	.27**	.06*	.42**	−.01	.34**	.11**	.11**
Agreeableness (TR) (4)				1.00	.08*	.09**	.23**	−.12**	.23**	−.08*	.08*	.08*
Emotional Stability (TR) (5)					1.00	.38**	.17**	.29**	−.02	.37**	.13*	.11*
Openness (PR) (6)						1.00	.58**	.28**	.21**	.43**	.16**	.13**
Conscientiousness (PR) (7)							1.00	−.02	.29**	.21**	.10*	.16**
Extraversion (PR) (8)								1.00	.04*	.68**	−.14**	.02
Agreeableness (PR) (9)									1.00	.07**	−.05	.01
Emotional Stability (PR) (10)										1.00	−.03	.07*
SES (11)											1.00	.51**
high-culture arts part. (12)												1.00

Note. *p < .01 (Bonferroni adjusted), **p < .001. TR = teacher-report, PR = parent-report. SES = parental socioeconomic status, high-culture arts part. = participation in high-culture arts.

Table 2. Study 1: Regression of parental report regarding elementary school students’ Big Five on familial socioeconomic background within a CTCM-1 model, N = 5,798.

		Predictors of parental report
	r	R^2	SES	High-culture arts part.
Openness	.56	.02	−.14*, [–.23, –.05]	.12*, [.04, .19]
Conscientiousness	.52	.03*	−.15*, [–.25, –.05]	.19**, [.12, .26]
Extraversion	.43	.03*	.18**, [.11, .26]	−.11*, [−.17, −.04]
Agreeableness	.23	.01	−.11*, [−.17, −.04]	.04, [−.01, .10]
Emotional Stability	.38	.01	−.11*, [−.18, −.04]	.10*, [.04, .16]

Note. *p < .01 (Bonferroni adjusted), **p < .001. Standardized regression coefficients presented. 95%-confidence intervals in squared brackets. r = Latent correlation between teacher- and parent-report calculated as √consistency from the CTCM-1 model results. R² = total explained variance in parental report. SES = socioeconomic status of the parents, high-culture arts part. = high-culture arts participation.

Figure 1. Multiple-indicator correlated trait-correlated method minus one model [CTCM-1] for the Big Five in Study 1 (N = 5,798). Y_ijk: observed variable; i: indicator; j: trait; k: perspective (1 = reference method, 2 = parent report); T_jk: latent trait variable; P_jk: parental report method factor; E_ijk: error variable; λ_Pijk, λ_Tijk: factor loadings.

Table 3. Study 2: Latent bivariate correlations between study variables in a sample of German elementary school students, N = 3,771.

	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)	(10)	(11)	(12)	(13)	(14)
Interest in Learning (TR) (1)	1.00	.82**	.95**	.62**	.54**	.77**	.46**	.43**	.46**	.29**	.20**	.41**	.38**	.17**
Diligence (TR) (2)		1.00	.92**	.73**	.72**	.64**	.41**	.55**	.47**	.35**	.26**	.33**	.29**	.16**
Striving (TR) (3)			1.00	.67**	.59**	.77**	.53**	.51**	.53**	.32**	.23**	.44**	.35**	.18**
Sociability (TR) (4)				1.00	.85**	.54**	.29**	.37**	.33**	.47**	.27**	.25**	.24**	.12**
Emotional Control (TR) (5)					1.00	.52**	.26**	.37**	.30**	.40**	.29**	.22**	.20**	.11**
Resilience (TR) (6)						1.00	.44**	.33**	.41**	.24**	.17**	.50**	.34**	.13**
Interest in Learning (PR) (7)							1.00	.75**	.88**	.50**	.40**	.74**	.16**	.20**
Diligence (PR) (8)								1.00	.90**	.61**	.47**	.63**	.04	.16**
Striving (PR) (9)									1.00	.56**	.46**	.78**	.13**	.18**
Sociability (PR) (10)										1.00	.52**	.46**	.16**	.15**
Emotional Control (PR) (11)											1.00	.43**	.12**	.15**
Resilience (PR) (12)												1.00	.15**	.17**
SES (13)													1.00	.43**
high-culture arts part. (14)														1.00

Note. *p < .008 (Bonferroni adjusted), **p < .001. TR: teacher-report; PR: parent-report; SES = parental socioeconomic status, high-culture arts part. = participation in high-culture arts.

Figure 2. Multiple-indicator correlated trait-correlated method minus one model [CTCM-1] for six personality facets in Study 2 (N = 3771). Y_ijk: observed variable; i: indicator; j: trait; k: perspective (1 = reference method, 2 = parent report); T_jk: latent trait variable; P_jk: parental report method factor; E_ijk: error variable; λ_Pijk, λ_Tijk: factor loadings.

Table 4. Study 2: Regression of parental report regarding elementary school students’ school-relevant personality facets on familial socioeconomic background within a CTCM-1 model, N = 3771.

		Predictors of parental report
	r	R^2	SES	High-culture arts part.
Interest in Learning	.41	.03*	–.15**, [–.23 –.08]	.21**, [.14, .27]
Diligence	.54	.04*	–.25**, [–.34, –.16]	.19**, [.12, .27]
Striving	.51	.02*	–.17**, [–.25, –.08]	.18**, [.11, .25]
Sociability	.47	.01*	–.01, [–.09, .08]	.11*, [.04, .19]
Emotion Control	.29	.01*	–.00, [–.09., .09]	.10*, [.03, .17]
Resilience	.54	.03*	–.16*, [–.26, –.06]	.22**, [.13, .30]

Note. *p < .008 (Bonferroni adjusted), **p < .001. Standardized regression coefficients presented. 95%-confidence intervals in squared brackets. r: Latent correlation between teacher- and parent-report calculated as √consistency from the CTCM-1 model results. R² = total explained variance in parental report. SES: socioeconomic status of the parents; high-culture arts part.: high-culture arts participation.

Data availability statement

Data from the NEPS are not publicly accessible, but available after completion of a NEPS-data usage agreement. Documentation of the procedures and measures used in Cohort 2 is openly available on the NEPS website: https://www.neps-data.de/Data-Center/Data-and-Documentation/Start-Cohort-Kindergarten/Documentation. The Mplus codes are provided in the Supplementary Material.