程刚, 陈艳红, 关雨生, 张大均. (2015). 大学生主观社会地位的指标构成及特点. 西南大学学报(自然科学版), 37(6), 156–162
程刚, 张大均, 肖友琴, 关雨生, 陈艳红. (2016). 大学新生主观社会地位与抑郁的变化轨迹: 一项多元潜变量增长模型分析. 心理发展与教育, 32(6), 753–760
梁钰苓, 邹泓, 孙鹏, 张文娟. (2013). 青少年人格五因素对其学校人际关系质量的影响. 中国特殊教育, (1), 68–72
聂衍刚, 林崇德, 郑雪, 丁莉, 彭以松. (2008). 青少年社会适应行为与大五人格的关系. 心理科学, 31(4), 774–779
曲可佳, 邹泓, 余益兵. (2010). 青少年孤独感与人格五因素的关系: 人际关系能力的中介作用. 心理学探新, 30(6), 75–80
张卓. (2020) “00后”大学生积极应对方式、人格特质与领悟社会支持的关系. 中国健康心理学杂志, 28(8), 1235–1238.
周颖萍. (2004). 浅析大五人格特质和社会群体地位的关系. 山东教育学院学报, 19(6), 41–43
Anderson, C., John, O. P., Keltner, D., & Kring, A. M. (2001). Who attains social status? Effects of personality and physical attractiveness in social groups. Journal of Personality and Social Psychology, 81(1), 116–132, doi: 10.1037/0022-3514.81.1.116.
Anglim, J., & O’Connor, P. (2019). Measurement and research using the Big Five, HEXACO, and narrow traits: A primer for researchers and practitioners. Australian Journal of Psychology, 71(1), 16–25, doi: 10.1111/ajpy.12202.
Arnett, J. J., Žukauskienė, R, & Sugimura, K. (2014). The new life stage of emerging adulthood at ages 18–29 years: Implications for mental health. The Lancet Psychiatry, 1(7), 569–576, doi: 10.1016/S2215-0366(14)00080-7.
Benner, A. D., Boyle, A. E., & Bakhtiari, F. (2017). Understanding students’ transition to high school: Demographic variation and the role of supportive relationships. Journal of Youth and Adolescence, 46(10), 2129–2142, doi: 10.1007/s10964-017-0716-2.
Bucciol, A., Cavasso, B., & Zarri, L. (2015). Social status and personality traits. Journal of Economic Psychology, 51, 245–260, doi: 10.1016/j.joep.2015.10.002.
Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5–13, doi: 10.1037/1040-3590.4.1.5.
Cundiff, J. M., & Matthews, K. A. (2017). Is subjective social status a unique correlate of physical health? A meta-analysis. Health Psychology, 36(12), 1109–1125, doi: 10.1037/hea0000534.
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29, doi: 10.1037/1082-989X.1.1.16.
Du, T. V., Yardley, A. E., & Thomas, K. M. (2021). Mapping big five personality traits within and across domains of interpersonal functioning. Assessment, 28(5), 1358–1375, doi: 10.1177/1073191120913952.
Elder, G. H., Jr. (1998). The life course as developmental theory. Child Development, 69(1), 1–12, doi: 10.1111/j.1467-8624.1998.tb06128.x.
Enz, K. F., & Talarico, J. M. (2016). Forks in the road: Memories of turning points and transitions. Applied Cognitive Psychology, 30(2), 188–195, doi: 10.1002/acp.3176.
Field, R. D., Tobin, R. M., & Reese-Weber, M. (2014). Agreeableness, social self-efficacy, and conflict resolution strategies. Journal of Individual Differences, 35(2), 95–102, doi: 10.1027/1614-0001/a000131.
Harris, K., English, T., Harms, P. D., Gross, J. J., & Jackson, J. J. (2017). Why are extraverts more satisfied? Personality, social experiences, and subjective well-being in college. European Journal of Personality, 31(2), 170–186, doi: 10.1002/per.2101.
Jeung, W. (2013). Exploring the changing effects of individual differences on social status of influence (Unpublished doctorial dissertation). University of Nebraska-Lincoln.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 102–138). New York: Guilford Press.
Judge, T. A., van Vianen, A. E. M., & De Pater, I. E. (2004). Emotional stability, core self-evaluations, and job outcomes: A review of the evidence and an agenda for future research. Human Performance, 17(3), 325–346, doi: 10.1207/s15327043hup1703_4.
Liu, G. Z., Zhang, D. J., Pan, Y. G., Hu, T. Q., He, N., Chen, W. F., & Wang, Z. (2017). Self-concept clarity and subjective social status as mediators between psychological suzhi and social anxiety in Chinese adolescents. Personality and Individual Differences, 108, 40–44, doi: 10.1016/j.paid.2016.11.067.
Makover, H., Adrian, M., Wilks, C., Read, K., Stoep, A. V., & McCauley, E. (2019). Indicated prevention for depression at the transition to high school: Outcomes for depression and anxiety. Prevention Science, 20(4), 499–509, doi: 10.1007/s11121-019-01005-5.
Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., & Craven, R. G. (2008). The Big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20(3), 319–350, doi: 10.1007/s10648-008-9075-6.
McCrae, R. R., & Costa, P. T. (2004). A contemplated revision of the NEO Five-Factor Inventory. Personality and Individual Differences, 36(3), 587–596, doi: 10.1016/S0191-8869(03)00118-1.
Ohannessian, C. M., Milan, S., & Vannucci, A. (2017). Gender differences in anxiety trajectories from middle to late adolescence. Journal of Youth and Adolescence, 46(4), 826–839, doi: 10.1007/s10964-016-0619-7.
Russell, M. A., & Odgers, C. L. (2020). Adolescents’ subjective social status predicts day-to-day mental health and future substance use. Journal of Research on Adolescence, 30(S2), 532–544, doi: 10.1111/jora.12496.
Song, J., Gaspard, H., Nagengast, B., & Trautwein, U. (2020). The Conscientiousness×Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. Journal of Educational Psychology, 112(2), 271–287, doi: 10.1037/edu0000379.
Tehrani, H. D., & Yamini, S. (2020). Personality traits and conflict resolution styles: A meta-analysis. Personality and Individual Differences, 157, 109794, doi: 10.1016/j.paid.2019.109794.
van Der Linden, D., Scholte, R. H. J., Cillessen, A. H. N., Nijenhuis, J. T., & Segers, E. (2010). Classroom ratings of likeability and popularity are related to the Big Five and the general factor of personality. Journal of Research in Personality, 44(5), 669–672, doi: 10.1016/j.jrp.2010.08.007.
Wu, L. L., Xiao, Y. Q., Chen, Y. H., & Cheng, G. (2021). Family socioeconomic status, subjective social status, and achievement motivation among Chinese college freshmen: A latent growth modeling approach. Journal of Social and Personal Relationships, 38(7), 2141–2161, doi: 10.1177/02654075211008244.
Ye, J. M., Huang, D. W., Li, Y. L., Liu, L., & Shi, M. W. (2022). Subjective social status of high school freshmen in the transitional period: The impact of extraversion. Applied Research in Quality of Life, 17(2), 971–983, doi: 10.1007/s11482-021-09945-3.
Yu, W., Cheng, G., Huang, J. J., Ding, F. Y., & Jia, Y. C. (2022). Trajectory of first-year students’ depressive mood after the transition to high school: The role of personality dimensions. School Psychology International, 43(1), 38–54, doi: 10.1177/01430343211049113.
