Jyväskylä Longitudinal Study of Personality and Social Development (JYLS): Teacher Ratings, Peer Nominations and Personality Tests of 8-Year-Olds 1968

The data are the first part of the Jyväskylä Longitudinal Study of Personality and Social Development (JYLS), in which the same individuals have been followed over 30 years. The first round of data collection surveyed 8-year-old children through peer nominations, teacher ratings, and two personality tests. The peer nominations were made in classroom settings under the supervision of the researchers. The pupils answered various questions, such as "Which of your classmates are tranquil and patient?" and "Which of your classmates try to get other's attention by fooling around?". The pupils were asked to choose about 3-5 classmates fitting the description for each question. There were altogether 33 questions characterising the following traits: self control, aggressiveness, anxiety, passivity, compliance, constructiveness, and activity. The peer nominations were factor analysed, and on the basis of the results, the pupils were classified into 6 extreme groups: the aggressive, the anxious, the aggressive and anxious, the controller extroverts (the constructive), the stable, and the stable introverts (the compliant). This classification was used in designing the judgment sample for the 8-9 year old boys' aggressiveness tests, and later in the 14-year-olds' interviews. The data include the extreme group classifications for 8 and 14-year-olds. The teachers were also presented with the same set of questions. In addition, they were asked to assess the pupils' anti-social behaviour, excessive withdrawal, ability to concentrate, positive developmental predictions, and school success. The teachers evaluated each pupil according to how characteristic of him/her the aforementioned types of behaviour were. The girls' behaviour was compared with other girls of same age, and the boys' behaviour with other boys. The children completed two personality questionnaires translated into Finnish: the Junior Eysenck Personality Inventory (Eysenck, 1965), and Personality Inventory for the Lower Forms of Primary School (adapted from Cattell & Coan, 1959). The values for the individual sections of the tests are not available, only the sum variables from the sections measuring different characteristics. The sum variables of the first test comprise the sections measuring neuroticism (31 sections), and social (20) and impulsive (26) extrovertness. In addition, there is a lie scale (17 sections). The second test (Cattel & Coan) includes 12 scales; masculinity vs. femininity, anxiety, timidity, attitude towards school, dominance vs. submissiveness, self-confidence vs. feelings of inferiority, altruism, egoism, emotionality, restlessness, sensitivity, cooperativeness, and reliance. Each scale consists of nine sections. Background variables included the respondent's gender, class, and the location of the school (suburbs or city centre).

该数据集为约弗斯库尔纵向研究（JYLS）中的第一部分，该研究追踪了同一群体长达30年。首次数据收集通过对8岁儿童进行同伴提名、教师评分和两项性格测试的方式进行。在研究人员的监督下，课堂环境中进行同伴提名。学生们回答了各种问题，例如‘在你的同学中，谁表现得镇定而耐心？’和‘在你的同学中，谁试图通过恶作剧来吸引他人的注意？’。学生们被要求为每个问题选择大约3-5名符合描述的同龄人。总共有33个问题，用以描绘以下特征：自我控制、攻击性、焦虑、被动性、顺从性、建设性以及活跃度。对同伴提名进行了因素分析，基于分析结果，学生们被划分为六个极端群体：攻击型、焦虑型、攻击焦虑型、控制型外向者（建设型）、稳定型以及稳定内向者（顺从型）。这种分类被用于设计8至9岁男孩攻击性测试的判断样本，以及后来14岁少年的访谈。数据包括了8岁和14岁儿童的极端群体分类。教师们也接受了同样的问卷。此外，他们还被要求评估学生的反社会行为、过度退缩、专注能力、积极的成长预测以及学业成功。教师们根据学生上述行为特征与自身相符的程度来评价每位学生。女生的行为与其他同龄女生进行了比较，男生的行为与其他同龄男生进行了比较。孩子们完成了两份翻译成芬兰语的性格问卷：艾森克青少年性格问卷（Eysenck，1965）和针对小学低年级性格问卷（改编自Cattell & Coan，1959）。测试的个体部分值不可用，只有测量不同特征的各部分的总变量。第一份测试的总变量包括测量神经质（31个部分）、社会性和冲动外向性（20和26个部分）的各部分。此外，还有一个谎言量表（17个部分）。第二份测试（Cattel & Coan）包括12个量表；包括男女性别、焦虑、胆怯、对学校的看法、支配与顺从、自信与自卑感、利他主义、利己主义、情绪性、不安、敏感性、合作性和依赖性。每个量表由九个部分组成。背景变量包括受访者的性别、班级和学校的地理位置（郊区或市中心）。