The effects of educational experiences on personality trait development

Recent research suggests that educational experiences lead to positive outcomes for reasons other than gains in cognitive abilities. Specifically, non-cognitive skills (i.e. personality traits) may change as a result of educational experiences (Heckman et al., 2010). To date, the idea that educational experiences contribute to changes in personality traits has received very little empirical support. The current study examines the relationship between educational experiences and personality trait development in a large German sample across four waves beginning in high school and throughout college. Findings suggest that personality traits in high school predict the type of educational experiences students have in college. Secondly, a number of educational experiences are associated with changes in personality traits. For example, going to class and spending more time on one’s homework is associated with increases in conscientiousness while having fewer stressful experiences are associated with decreases in neuroticism. Similarly, changes in educational experiences are associated with changes in personality traits, suggesting a reciprocal relationship between educational experiences and personality traits. Finally, a series of auto-regressive and auto-regressive latent trajectory (ALT) models found evidence that educational experiences can lead to changes in personality traits and vice-versa. Overall, this study suggests that educational contexts are important for the development of personality traits. Viewed in this light, one learns more in school than just class material.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Jackson, Joshua J.

Contributors dc:contributor

• Roberts, Brent W.
• Fraley, R.C.
• Pomerantz, Eva M.
• Rounds, James
• Verona, Edelyn

• Personality
• personality development
• Big Five
• Traits
• latent growth models
• education

Statement dc:rights

• Copyright 2011 Joshua J. Jackson

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/26149

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/26149