Marion Spengler
Biographic Data
| ID | 2748320 |
|---|---|
| NAME | Marion Spengler |
| GIVEN NAMES | Marion |
| FAMILY NAME | Spengler |
| SIGNATURE | SPENGLER M |
| AFFILIATIONS | Institute of Education Sciences |
| ORCID | 0000-0002-4465-9435 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 52 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students
BackgroundSocial support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.AimsWe examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task…
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
The Conscientiousness × Interest Compensation (CONIC) model (Authors, 2019) assumes that the two constructs conscientiousness and interest can (partly) compensate for each other in predicting academic effort and achievement. We extend previous work by testing the CONIC model in two independent U.S. samples from different age groups (high school sample: N = 1,246, Mage = 14.86 years; college sample: N = 581, Mage = 19.83 years). We also assessed w…
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (Pash) to explain differential associations between achievement measures and personality …
Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five pers…
Riasec interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices
OBJECTIVE: Educational track choices have far-reaching consequences because they are associated with long-term life success. Theoretical approaches and previous empirical research have nearly exclusively identified family background and achievement as determinants of these choices. Although students' educational track choices might fit their personality, individual differences in personality have not been explored. We investigated the effects of …
How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation
States and traits are important concepts in psychological research. They can be operationalized (a) by using measures that employ different time frames and (b) by applying statistical models that decompose the variance. However, the effects of using variations in states and traits by applying measurement and modeling approaches have yet to be merged and studied systematically. The present study addressed this topic by revisiting an intensively st…
The effects of getting a new teacher on the consistency of personality
OBJECTIVE: In the present research, we examined the effect of getting a new teacher on consistency in students' personality measures, including trait and social cognitive constructs. METHOD: To test the effect of this kind of situational transition, we analyzed two large longitudinal samples (N = 5,628; N = 2,458) with quasi-experimental study designs. We used two consistency measures (i.e., rank-order clations and changes in variance over time) …
The development of narcissistic admiration and machiavellianism in early adulthood
We investigated the development of narcissistic admiration (i.e., the assertive or extraverted dimension of narcissism; Back et al., 2013) and Machiavellianism (Mach) in early adulthood. Specifically, we examined (a) mean-level changes in narcissistic admiration and Mach during early adulthood and (b) how studying economics and experiencing any of 30 life events were related to individual differences in changes in narcissistic admiration and Mach…
Sixteen going on sixty-six: A longitudinal study of personality stability and change across 50 years
38, respectively), to validate the personality scales and estimate measurement error. This was the first study to test personality stability/change over a 50-year time span in which the same data source was tapped (i.e., self-report). This allowed us to use 4 different methods (rank-order stability, mean-level change, individual-level change, and profile stability) answering different developmental questions. We also systematically tested gender …
How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability
In this study, we investigated the role of student characteristics and behaviors in a longitudinal study over a 50-year timespan (using a large U.S. representative sample of high school students). We addressed the question of whether behaviors in school have any long-lasting effects for one's later life. Specifically, we investigated the role of being a responsible student, interest in school, writing skills, and reading skills in predicting educ…
Is doing your homework associated with becoming more conscientious
The Kind of Student You Were in Elementary School Predicts Mortality
We examined the association of self‐reported and teacher‐rated student characteristics assessed at the end of primary school with all‐cause mortality assessed through age 52. Data stem from a representative sample of students from Luxembourg assessed in 1968 ( N = 2,543; M = 11.9 years, SD = 0.6; 49.9% female; N = 166 participants died). Results from logistic regression analyses showed that the self‐reported responsible student scale (OR = .81; C…
Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattent…
Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg Magrip study
The present longitudinal study tackled 2 key aspects of the development of intelligence across a 40-year time period from age 12 to age 52 concerning (a) stability and change in the structure of intelligence with reference to the age differentiation-dedifferentiation hypothesis (how different cognitive abilities relate to each other across age) and (b) differential stabilities (the rank ordering of persons' intelligence levels across time). To th…
Sixteen going on sixty-six: A longitudinal study of personality stability and change across 50 years
38, respectively), to validate the personality scales and estimate measurement error. This was the first study to test personality stability/change over a 50-year time span in which the same data source was tapped (i.e., self-report). This allowed us to use 4 different methods (rank-order stability, mean-level change, individual-level change, and profile stability) answering different developmental questions. We also systematically tested gender …
Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattent…
The development of narcissistic admiration and machiavellianism in early adulthood
We investigated the development of narcissistic admiration (i.e., the assertive or extraverted dimension of narcissism; Back et al., 2013) and Machiavellianism (Mach) in early adulthood. Specifically, we examined (a) mean-level changes in narcissistic admiration and Mach during early adulthood and (b) how studying economics and experiencing any of 30 life events were related to individual differences in changes in narcissistic admiration and Mach…
How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability
In this study, we investigated the role of student characteristics and behaviors in a longitudinal study over a 50-year timespan (using a large U.S. representative sample of high school students). We addressed the question of whether behaviors in school have any long-lasting effects for one's later life. Specifically, we investigated the role of being a responsible student, interest in school, writing skills, and reading skills in predicting educ…
Is doing your homework associated with becoming more conscientious
Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg Magrip study
The present longitudinal study tackled 2 key aspects of the development of intelligence across a 40-year time period from age 12 to age 52 concerning (a) stability and change in the structure of intelligence with reference to the age differentiation-dedifferentiation hypothesis (how different cognitive abilities relate to each other across age) and (b) differential stabilities (the rank ordering of persons' intelligence levels across time). To th…
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students
BackgroundSocial support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.AimsWe examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task…
How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation
States and traits are important concepts in psychological research. They can be operationalized (a) by using measures that employ different time frames and (b) by applying statistical models that decompose the variance. However, the effects of using variations in states and traits by applying measurement and modeling approaches have yet to be merged and studied systematically. The present study addressed this topic by revisiting an intensively st…
Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg Magrip study
The present longitudinal study tackled 2 key aspects of the development of intelligence across a 40-year time period from age 12 to age 52 concerning (a) stability and change in the structure of intelligence with reference to the age differentiation-dedifferentiation hypothesis (how different cognitive abilities relate to each other across age) and (b) differential stabilities (the rank ordering of persons' intelligence levels across time). To th…
Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status
Drawing on a 2-wave longitudinal sample spanning 40 years from childhood (age 12) to middle adulthood (age 52), the present study was designed to examine how student characteristics and behaviors in late childhood (assessed in Wave 1 in 1968) predict career success in adulthood (assessed in Wave 2 in 2008). We examined the influence of parental socioeconomic status (SES), childhood intelligence, and student characteristics and behaviors (inattent…
The Kind of Student You Were in Elementary School Predicts Mortality
We examined the association of self‐reported and teacher‐rated student characteristics assessed at the end of primary school with all‐cause mortality assessed through age 52. Data stem from a representative sample of students from Luxembourg assessed in 1968 ( N = 2,543; M = 11.9 years, SD = 0.6; 49.9% female; N = 166 participants died). Results from logistic regression analyses showed that the self‐reported responsible student scale (OR = .81; C…
Is doing your homework associated with becoming more conscientious
How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability
In this study, we investigated the role of student characteristics and behaviors in a longitudinal study over a 50-year timespan (using a large U.S. representative sample of high school students). We addressed the question of whether behaviors in school have any long-lasting effects for one's later life. Specifically, we investigated the role of being a responsible student, interest in school, writing skills, and reading skills in predicting educ…
The effects of getting a new teacher on the consistency of personality
OBJECTIVE: In the present research, we examined the effect of getting a new teacher on consistency in students' personality measures, including trait and social cognitive constructs. METHOD: To test the effect of this kind of situational transition, we analyzed two large longitudinal samples (N = 5,628; N = 2,458) with quasi-experimental study designs. We used two consistency measures (i.e., rank-order clations and changes in variance over time) …
The development of narcissistic admiration and machiavellianism in early adulthood
We investigated the development of narcissistic admiration (i.e., the assertive or extraverted dimension of narcissism; Back et al., 2013) and Machiavellianism (Mach) in early adulthood. Specifically, we examined (a) mean-level changes in narcissistic admiration and Mach during early adulthood and (b) how studying economics and experiencing any of 30 life events were related to individual differences in changes in narcissistic admiration and Mach…
Sixteen going on sixty-six: A longitudinal study of personality stability and change across 50 years
38, respectively), to validate the personality scales and estimate measurement error. This was the first study to test personality stability/change over a 50-year time span in which the same data source was tapped (i.e., self-report). This allowed us to use 4 different methods (rank-order stability, mean-level change, individual-level change, and profile stability) answering different developmental questions. We also systematically tested gender …
Riasec interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices
OBJECTIVE: Educational track choices have far-reaching consequences because they are associated with long-term life success. Theoretical approaches and previous empirical research have nearly exclusively identified family background and achievement as determinants of these choices. Although students' educational track choices might fit their personality, individual differences in personality have not been explored. We investigated the effects of …
How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation
States and traits are important concepts in psychological research. They can be operationalized (a) by using measures that employ different time frames and (b) by applying statistical models that decompose the variance. However, the effects of using variations in states and traits by applying measurement and modeling approaches have yet to be merged and studied systematically. The present study addressed this topic by revisiting an intensively st…
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (Pash) to explain differential associations between achievement measures and personality …
Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five pers…
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
The Conscientiousness × Interest Compensation (CONIC) model (Authors, 2019) assumes that the two constructs conscientiousness and interest can (partly) compensate for each other in predicting academic effort and achievement. We extend previous work by testing the CONIC model in two independent U.S. samples from different age groups (high school sample: N = 1,246, Mage = 14.86 years; college sample: N = 581, Mage = 19.83 years). We also assessed w…
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students
BackgroundSocial support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.AimsWe examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task…
Psychology (14 works) · Developmental psychology (12 works) · Social Psychology (11 works) · Big Five personality traits (9 works) · Personality (9 works) · Cognitive Abilities and Testing (6 works) · Personality Traits and Psychology (6 works) · Education, Achievement, and Giftedness (5 works) · Cognition (4 works) · Mathematics (4 works)