Prof. Dr. Jenny Wagner

@article{4275d466998f43a28ece7f891954c985,

title = "Who tends to be a perfectionistic adolescent? Distinguishing perfectionism from excellencism and investigating the links with the Big Five and self-esteem",

abstract = "Striving towards perfection is an important concept of study, given its heterogenous associations with both positive and negative outcomes. To address this matter, recent work has emphasized the need to differentiate between striving towards perfection (perfectionism) and excellence (excellencism). However, the applicability of this differentiation in adolescence remains largely unexplored, despite this life phase being particularly sensitive for the development of perfectionism. To better understand striving towards perfection in adolescence, we examined the psychometric properties of the German Scale of Perfectionism and Excellencism (SCOPE) and evaluated the nomological net with the Big Five and self-esteem in 788 German adolescents (Mage = 15.49 years; 50% female). The results underscored the distinctiveness of the different strivings in adolescents but pointed to mixed evidence regarding convergent and discriminant validities. Notably, striving towards perfection was related to lower levels of openness and self-esteem but higher levels of neuroticism, whereas striving towards excellence was related to higher levels of every trait except neuroticism. Finally, most results remained consistent across genders and school types. We discuss how the differentiation between perfectionism and excellencism deepens our understanding of adolescents' perfectionistic strivings and how it might inform future research across different psychological fields.",

keywords = "adolescence, excellencism, perfectionism, personality",

author = "Kristina Bien and Jenny Wagner and Brandt, {Naemi D.}",

note = "Publisher Copyright: {\textcopyright} 2024 The Author(s). British Journal of Psychology published by John Wiley & Sons Ltd on behalf of The British Psychological Society.",

year = "2025",

month = feb,

doi = "10.1111/bjop.12739",

language = "English",

volume = "116",

journal = "British Journal of Psychology",

issn = "0007-1269",

publisher = "John Wiley and Sons Ltd",

number = "1",

@article{8821ffb5b2cc4ed89d618ac5c8970826,

title = "I am who I am with: The link between different types of social interaction partners and personality in adolescence",

abstract = "Dynamic personality models highlight the importance of malleable personality states and social interactions for personality trait development. Integrating both ideas, this research examined how interactions with family members, friends, teachers, and others relate to, first, personality state expression, and, second, personality trait development in adolescence. In two separate German samples (Noverall = 445, Mage = 16.8; 80.9 % female), we combined data on personality states during daily social interactions (4268 reports) with self-reported personality traits measured over 6–12 months. Focusing on personality states, multilevel models indicated greater within-person variability compared to between-person differences. Conditional models revealed that adolescents experienced higher state extraversion, openness to new experiences, agreeableness, and conscientiousness during interactions with friends compared to interactions with family. In interactions with teachers and others, they reported higher state neuroticism, openness to new experiences, and conscientiousness. Considering adolescents{\textquoteright} personality traits over time, latent growth models showed that neuroticism declined on average. Apart from that, most traits showed high rank-order stabilities, no mean-level change, no substantial variance in change, and there was little evidence for bottom-up effects of social interaction frequency on personality changes. We conclude with a discussion of future directions in studying the role of social interactions in personality trait development.",

author = "Larissa Wieczorek and Eva Bleckmann and Jenny Wagner",

year = "2025",

doi = "10.1177/08902070251331356",

language = "English",

journal = "European journal of personality",

issn = "0890-2070",

publisher = "SAGE Publications Ltd",

@article{73d590ec8ad944d5b8a7f337d53c5788,

title = "Associations between a multifaceted personality and academic performance in secondary school",

abstract = "Whereas meta-analytic evidence has accumulated about the important role personality characteristics such as the Big Five traits play for academic performance in secondary school, less is known about the specific behavioral and emotional repertoire that drives these associations. A closer look at the facet-level of Big Five traits can provide this knowledge helping to better understand why students differ in their success at school. We therefore studied associations between Big Five facets and academic performance (grades and standardized test scores in German and mathematics) in three independent secondary student samples (Study 1 N = 3866, Study 2 N = 2290, and Study 3 N = 366), using regression analytic, structural equation modeling, and meta-analytic procedures to test facet-level associations and incremental associations above traits. We found facet-differential associations with academic performance indicators, particularly for facets of conscientiousness, openness, and extraversion. Evidence for incremental effects of facets beyond traits was weak. Self-discipline (conscientiousness) was the only facet that consistently showed incremental effects across Samples 1 and 2. The results can stimulate research and practice to identify the underlying mechanisms that drive these associations and also highlight the specific emotional and behavioral repertoire that should be supported to help students to succeed in school.",

keywords = "Big Five, Grades and test scores, Meta-analysis, Personality traits and facets, Secondary school",

author = "Brandt, {Naemi D.} and Marion Spengler and Lechner, {Clemens M.} and Richard G{\"o}llner and Jenny Wagner",

year = "2024",

month = sep,

day = "17",

doi = "10.1177/08902070241272202",

language = "English",

volume = "39",

journal = "European journal of personality",

issn = "0890-2070",

publisher = "SAGE Publications Ltd",

number = "2",

@article{f644a5bceee54117b52960303d531f20,

title = "Moody and in love? The role of neuroticism and romantic relationships for momentary affect in adolescence",

abstract = "The affective lives of adolescents are unique in that momentary affect in this age group is more negative and variable. This study examined how neuroticism and romantic relationships (i.e., relationship involvement and relationship quality) relate to adolescents{\textquoteright} daily affective experiences. In a weeklong experience sampling period, 408 German adolescents (MAge = 16.83) reported up to five times per day on their positive and negative affect. We estimated mixed-effects location scale models to analyze interindividual differences in adolescents{\textquoteright} affect level and variability. Adolescents with higher neuroticism experienced lower levels of positive affect, higher levels of negative affect, and higher variability of positive and negative affect. Whereas adolescents with a romantic partner did not differ from their single peers with regard to affect level, they experienced higher affect variability, although evidence for these effects was weak. Finally, among adolescents who were currently involved in a romantic relationship, those with higher relationship quality experienced more variability in their positive affect if they scored higher in neuroticism. Across models, effect sizes systematically differed between affect level and variability, positive and negative affect, as well as neuroticism facets. We discuss these findings in light of adolescents{\textquoteright} affective dynamics, affective development, and personality-social relationship interactions.",

keywords = "adolescence, affect variability, Momentary affect, neuroticism, romantic relationships",

author = "Wieczorek, {Larissa L.} and Katharina Utesch and Simon Grund and Jenny Wagner",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2023.",

year = "2024",

month = sep,

day = "1",

doi = "10.1177/08902070231215375",

language = "English",

volume = "38",

pages = "757--777",

journal = "European journal of personality",

issn = "0890-2070",

publisher = "SAGE Publications Ltd",

number = "5",

@article{3030470afd9041548aa8b167fc683953,

title = "Growing up to be mature and confident? The longitudinal interplay between the Big Five and self-esteem in adolescence.",

abstract = "Adolescence is a formative life phase for the development of personality characteristics. Although past findings suggest Big Five traits alongside self-esteem as indicators for successful development, little is known about their longitudinal interplay. We addressed this research gap by integrating data from three longitudinal studies (NT1 = 1,088; Mage = 16.02 years, 72% female). We apply continuous time modeling to investigate longitudinal associations between Big Five traits and self-esteem in a period of up to 1 year. Results illustrate four main findings: First, rank-order stabilities were overall high for all personality characteristics. Second, longitudinal associations between Big Five traits and self-esteem were reciprocal for extraversion, neuroticism, and openness but one-sided for agreeableness and conscientiousness on self-esteem. Effects peaked within the first month and mostly faded after 2 months. Third, the majority of cross-effects were similar in size; however, the effect from neuroticism on later values of self-esteem was stronger than vice versa. Fourth, most effects were robust against influences of gender, age, and study characteristics. Analyses with acquaintance-reports supported the results but suggested stronger effects that lasted longer than effects of self-reports. We conclude that the development of personality characteristics acts as possible sources of development for each other. All in all, the interplay between Big Five and self-esteem development appears reciprocal for some traits but was most often driven by Big Five traits. We integrate our findings into three contrasting theoretical perspectives and discuss the importance of time for a better understanding of personality development.",

keywords = "adolescence, Big Five, continuous time models, developmental interplay, self-esteem",

author = "Kristina Bien and Jenny Wagner and Brandt, {Naemi D.}",

note = "Publisher Copyright: {\textcopyright} 2024 American Psychological Association",

year = "2024",

month = aug,

day = "1",

doi = "10.1037/pspp0000518",

language = "English",

volume = "127",

pages = "404--431",

journal = "Journal of personality and social psychology",

issn = "0022-3514",

publisher = "American Psychological Association Inc.",

number = "2",

@article{be1b021c32644ca3ae4af56b37648d22,

title = "The longitudinal interplay of self-esteem, social relationships, and academic achievement during adolescence: Theoretical notions and bivariate meta-analytic findings",

abstract = "Self-esteem and social relationships have been recognized as key socio-emotional predictors of diverse life-outcomes in adolescence and beyond. Despite such recognitions, fairly little is known about their longitudinal interplay with academic variables and thus, to what degree educational outcomes are interrelated with these socio-emotional dynamics during adolescence. Whereas the interplay between self-esteem and social relationships is already well documented in developmental and personality psychological research, the goal of the current paper is to extend this bivariate picture by including the educational perspective. Specifically, the aim of the current study is twofold: From a theoretical point of view, we aim to integrate developmental, differential, and educational concepts to emphasize the importance of a joint consideration of self-esteem, social relationships, and academic achievement during adolescence. Empirically, we aim to present a meta-analytic overview on existing longitudinal studies to illustrate the current knowledge and highlight remaining research gaps in the current adolescent literature. We conclude by outlining important directions for future research.",

keywords = "Achievement, Longitudinal, Meta-analysis, Socio-emotional characteristics",

author = "Jenny Wagner and Brandt, {Naemi D.} and Kristina Bien and Margarete Bombik",

note = "Publisher Copyright: {\textcopyright} 2023, The Author(s).",

year = "2024",

month = feb,

doi = "10.1007/s11618-023-01177-5",

language = "English",

volume = "27",

pages = "39--61",

journal = "Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE",

issn = "1434-663X",

publisher = "VS Verlag f{\"u}r Sozialwissenschaften",

number = "1",

@article{f7e597a7875247e6abc30fdd781bb13f,

title = "I Think You Might Like Me: Emergence and Change of Meta-Liking in Initial Social Interactions",

abstract = "Feeling accepted by others is a fundamental human motive and an important marker of successful social interactions. This interpersonal perception, known as meta-liking, is especially relevant during adolescence, when peer relationships deepen and expand. However, knowledge is limited regarding meta-liking formation in initial social interactions. This study investigated whether adolescents (N = 293, Mage = 15.48, 61.10% female) have default expectations for meta-liking at zero acquaintance and how these judgments are updated during initial group interactions. Specifically, we used latent change models to examine how personality traits predicted initial meta-liking and whether personality and social interaction experiences were linked to changes in meta-liking judgments throughout an interaction. Our findings revealed three key insights: First, meta-liking increased gradually over the course of the interaction, with substantial individual differences in both default meta-liking and change scores. Second, extraversion, neuroticism, and self-esteem predicted initial meta-liking. Third, liking others was also linked to initial meta-liking and early changes, while meta-liking changes toward the end of the interaction occurred independent of all these features and were not predicted by expressive behaviors of interaction partners. This study represents a first empirical test of default expectations and updates in meta-liking based on personality characteristics and social interaction experiences in initial social interactions. We discuss our results in terms of a broader framework for understanding how metaperceptions are formed and updated early in the acquaintance process.",

keywords = "adolescence, interpersonal perceptions, meta-liking, personality",

author = "Eva Bleckmann and Richard Rau and Carlson, {Erika N.} and Jenny Wagner",

note = "Publisher Copyright: {\textcopyright} 2024 American Psychological Association",

year = "2024",

doi = "10.1037/pspp0000496",

language = "English",

journal = "Journal of personality and social psychology",

issn = "0022-3514",

publisher = "American Psychological Association Inc.",

@article{75fa9511ee494533b1c4fa6536834320,

title = "Popularity at first sight: Dominant behaviours mediate the link between extraversion and popularity in face-to-face and virtual group interactions",

abstract = "Although there is robust evidence that being more extraverted is related to higher popularity, only few studies have examined which actual behaviours (e.g., verbal content, body language) might explain this association. The current study examined whether observer-rated dominant behaviours (nonverbal, paraverbal, verbal, and general cues) mediate the relationship between self-rated extraversion and its facets (assertiveness, sociability, and activity) and other-rated popularity in zero-acquaintance settings. In two studies, we analysed data from face-to-face (Study 1, N = 124) and virtual (Study 2, N = 291) group interactions where participants were videotaped while performing a task and subsequently rated each other on popularity. Across studies, extraversion and the facets assertiveness and sociability were consistently associated with higher popularity, while the role of dominant behaviours differed. In Study 1, only two nonverbal behaviours, dominant gestures and upright posture, mediated the association between extraversion and popularity. In Study 2, all four types of behavioural cues mediated the association between extraversion (facets) and popularity. We discuss how these findings provide insights into the mechanisms of attaining popularity at zero acquaintance in diverse social settings.",

keywords = "dominance, extraversion, interpersonal perceptions, popularity, social behaviours",

author = "Martje Buss and Jenny Wagner and Eva Bleckmann and Wieczorek, {Larissa L.}",

note = "Publisher Copyright: {\textcopyright} 2024 The Authors. British Journal of Social Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.",

year = "2024",

doi = "10.1111/bjso.12720",

language = "English",

journal = "British Journal of Social Psychology",

issn = "0144-6665",

publisher = "Wiley-Blackwell",

@article{2f1b8b675ef842f6ba1f62247b96a123,

title = "The Role of Agreeableness, Neuroticism, and Relationship-Specific Features in Self- and Other-Perceptions of Conflict Frequency in Adolescent Relationships with Parents and Peers",

abstract = "Conflict frequency in adolescence has been linked to personality and relationship-specific features. However, an integrative investigation of both aspects is lacking. To address this gap, this study used data from 571 individuals in middle adolescence (Study 1; Mage = 15.86, SD = 1.23; 75.8% female) and 233 individuals in late adolescence (Study 2; Mage = 17.17, SD = 1.01; 75.5% female) in Germany, including participants{\textquoteright} self-reports on conflict frequency and other-reports provided by parents and peers. Across studies, multigroup models revealed that adolescents{\textquoteright} level of neuroticism predicted self- and other-perceived conflict frequency in parent and peer relationships more consistently than agreeableness, while providing no evidence for an interplay between both personality traits. Furthermore, relationship-specific features differentially accounted for individual differences in conflict frequency across relationship types, such that in adolescents{\textquoteright} relationships with parents, lower relationship quality related to more frequent conflicts. In peer relationships, higher contact frequency was linked to more frequent conflicts. The present findings highlight the contributions of both personality and relationship-specific features to conflict frequency in adolescence and offer practical guidance for the improvement of adolescents{\textquoteright} and their relationship partners{\textquoteright} social skills and experiences. All research questions, hypotheses, and analyses of this research were preregistered at the OSF and can be retrieved from: https://osf.io/xmvqd/.",

keywords = "Adolescence, Conflict, Multi-rater perspectives, Personality, Social relationships",

author = "Eva Bleckmann and Wieczorek, {Larissa L.} and Jenny Wagner",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2024.",

year = "2024",

doi = "10.1007/s10964-024-01951-6",

language = "English",

journal = "Journal of Youth and Adolescence",

issn = "0047-2891",

publisher = "Springer New York",

@article{82aae1e036e34a8d86c333ddbe3f2175,

title = "Who Flourishes in School? The Interplay of Academic Self-Concept and Personality and Its Role for Academic Performance in Middle Adolescence",

abstract = "Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, Mage = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, Mage = 15.10 years, 50% female, 36% immigrant background), we, first, estimated latent bivariate correlations to investigate the nomological net between these socioemotional characteristics. Second, using latent moderated regression models, we examined the role of the main and interaction effects of both characteristics for academic performance levels and changes assessed by grades and test scores. Finally, we tested whether the relevance of socioemotional characteristics for academic performance differed across sociodemographic characteristics. Five findings stand out: First, we established widely consistent nomological nets between the academic self-concepts and Big Five traits, especially regarding the German self-concept. Second, the domain-specific self-concepts were consistent predictors of different academic performance measures in the respective subject. Third, beyond the established main effects of openness and conscientiousness, all Big Five traits contributed to performance in some way. Fourth, despite some inconsistencies, socioemotional characteristics formed only synergistic interaction effects. Fifth, students{\textquoteright} sociodemographic background was likewise important illustrating main effects on performance and foremost synergistic interaction effects with socioemotional predictors. Our results highlight the complex interplay between motivation, personality, and sociodemographic variables in predicting academic achievement and underline the need to be mindful of this interactive nature.",

keywords = "academic achievement, academic self-concept, adolescence, Big Five personality, interactions",

author = "Mieke Johannsen and Brandt, {Naemi D.} and Olaf K{\"o}ller and Jenny Wagner",

note = "Publisher Copyright: {\textcopyright} 2024 American Psychological Association",

year = "2024",

doi = "10.1037/pspp0000525",

language = "English",

journal = "Journal of personality and social psychology",

issn = "0022-3514",

publisher = "American Psychological Association Inc.",