We examined, over 4 years, the interrelationships between changes in teachers’ ratings of student behavior
and changes in students’ self-reports of their personality. Participants were Australian high school students
in Grades 8–11 (Ns were 891, 763, 778, and 571, respectively). Teachers evaluated students’
behavioral problems and overall adjustment, whereas students reported on their levels of Eysenckian
psychoticism (P), a personality trait relevant in the school setting. We found some evidence of bidirectional
influences between P and evaluations of adjustment and behavioral problems. These results are
discussed with reference to transactional models of personality change.