Abstract

The relationship between personality and social human-robot interaction is a topic of increasing interest. There are further some indications from the literature that there is an association between personality dimensions and various aspects of educational behaviour and performance. This brief contribution seeks to explore the single personality dimension of extroversion/introversion: specifically, how children rate them- selves with a validated questionnaire in comparison to how teachers rate them using a relative scale. In an exploratory study conducted in a primary school, we find a non-significant association between these two ratings. We suggest that this mismatch is related to the context in which the respective ratings were made. In order to facilitate generalisation of personality- related results across studies, we propose two general reporting recommendations. Based on our results, we suggest that the application of personality assessments in a child-robot interaction context may be more complex than initially envisaged, with some dependence on context.