The influence of personality traits on engagement in lifelong learning
Bibliographic Data
| ID | 11425403 |
|---|---|
| Authors | Daniel Eriksson Sörman (0000-0002-2709-9966, Luleå University of Technology, corresponding author), Elisabeth Åström (0000-0003-2906-5409, Umeå University), Mikael Ahlström (Luleå University of Technology), Rolf Adolfsson (0000-0001-9785-8473, Umeå University), Jessica Körning Ljungberg (0000-0001-5546-3270, Luleå University of Technology) |
| Year | 2024 |
| Volume | 43 |
| Issue | 2-3 |
| Pages | 259-276 |
| Publication date | 2024-05-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2024.2343013 |
| OpenAlex | W4394922760 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
Today, adult individuals must be able to continuously learn and adapt to the rapid changes occurring in society. However, little is known about the individual characteristics, particularly personality traits, that make adults more likely to engage in learning activities. Moreover, few studies have longitudinally and objectively investigated the influence of personality on engagement in lifelong learning throughout working age. This study therefore used longitudinal data (15 years) to examine which personality traits predicted level and long-term changes in learning activities among 1329 Swedish adults aged 30-60. The results from growth curve modelling showed that over the follow-up period, novelty seeking and selftranscendence were both positively related to overall level of engagement in learning activities, although not to rate of change. Regarding specific activities, novelty seeking was related to higher levels of engagement in attending courses, taking on new education, and making occupational changes, while harm avoidance was negatively related to the likelihood of changing occupation. The results of this study underscore the importance of considering personality in relation to engagement in lifelong learning activities. Insights from this study can potentially increase the likelihood of finding methods to promote lifelong learning, which can be beneficial for educators, policymakers, and companies
Adult education · Big Five personality traits · Developmental psychology · Lifelong learning · Pedagogy · Personality · Emotional Intelligence and Performance · Personality Disorders and Psychopathology · Personality Traits and Psychology · Psychology · Social Psychology
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Personality Structure
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Self‐transcendence and life stories of humanistic growth among late‐midlife adults
A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred‐thousand‐person samples
Temperament and Character Inventory—R (TCI—R) and Big Five Questionnaire (BFQ)
Cracks in the well-plastered façade of the Nordic model
Patterns and trends in part‐time adult education participation in relation to UK nation, class, place of participation, gender, age and disability, 1998–2003 1
Lifelong learning and the low‐skilled
Towards a le@rning society? the impact of technology on patterns of participation in lifelong learning
Modelling the ‘learning divide’
Principles and Practice of Structural Equation Modeling
The structure of phenotypic personality traits
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |