Using individual interest and conscientiousness to predict academic effort
Additive, synergistic, or compensatory effects
Dados Bibliográficos
| ID | 6201664 |
|---|---|
| Autores | Ulrich Trautwein (0000-0003-0647-0057, Institute of Education Sciences), Oliver Lüdtke (0000-0001-9744-3059, Leibniz Institute for Science and Mathematics Education), Nicole Nagy (Hochschule für Angewandte Wissenschaften Kiel), Anna Lenski, Anna Eva Lenski (Cal Poly Humboldt), Alois Niggli (0000-0003-4680-1463, Haute École Pédagogique Fribourg), Inge Schnyder (University of Fribourg) |
| Ano | 2015 |
| Volume | 109 |
| Fascículo | 1 |
| Páginas | 142-162 |
| Data de publicação | 2015-07-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Personality and Social Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/pspp0000034 |
| PMID | 25915134 |
| OpenAlex | W1969108106 |
| Idioma | EN |
| Citações recebidas | 24 |
| Referências citadas | 54 |
Although both conscientiousness and domain-specific interest are believed to be major determinants of academic effort, they have rarely been brought together in empirical studies. In the present research, it was hypothesized that both interest and conscientiousness uniquely predict academic effort and statistically interact with each other to predict academic effort. In 4 studies with 2,557, 415, 1,025, and 1,531 students, respectively, conscientiousness and interest meaningfully and uniquely predicted academic effort. In addition, conscientiousness interacted with interest in a compensatory pattern, indicating that conscientiousness is especially important when a student finds a school subject uninteresting and that domain-specific interest plays a particularly important role for students low in conscientiousness
Big Five personality traits · Conscientiousness · Developmental psychology · Extraversion and introversion · Personality · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Personality Traits and Psychology · Psychology · Social Psychology
Motivation Science
Be curious and persistent
Motivating Self-Regulation
Motivation and Personality
The Conscientiousness × Interest Compensation (Conic) model
To Level the Playing Field, Develop Interest
The TEK Design Principles
Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Self-efficacy and english public speaking performance
Classroom interactions
High-quality digital distance teaching during Covid-19 school closures
Homework goal orientation, interest, and achievement
Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments
Skill, Thrill, and Will
Triggering and maintaining interest in early phases of interest development
“You women are so strange”
Problems with Rationales for Parceling that Fail to Consider Parcel-Allocation Variability
Personality, intelligence, and academic achievement
The effects of getting a new teacher on the consistency of personality
Is L2 grit a hierarchical construct? A meta-analysis targeting language learners
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
Need for Cognition Predicts Academic Interest Development but Not the Other Way Around
Interest and effort in learning and performance
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students
Self-Control and Grit
The relationship between the big-five model of personality and self-regulated learning strategies
What makes lessons interesting? The role of situational and individual factors in three school subjects.
Personality Architecture
Testgüte und psychometrische Äquivalenz der deutschen Version des Big Five Inventory (BFI) bei jungen, mittelalten und alten Erwachsenen
Maximum Likelihood Estimation of Latent Interaction Effects with the LMS Method
I Like to Do It, I'm Able, and I Know I Am
Predicting homework effort
Gender and course selection in upper secondary education
A new look at the big five factor structure through exploratory structural equation modeling.
Who Took the “×” out of Expectancy-Value Theory?
Interest, Learning, and Motivation
Expectancy-value theory of achievement motivation
The Effects of Item Parceling on Goodness-of-Fit and Parameter Estimate Bias in Structural Equation Modeling
Between- and within-domain relations of academic motivation among middle and high school students
The theoretical status of latent variables.
Structural and dynamic aspects of interest development
Traits and motives
Daily Well-Being
The homework–achievement relation reconsidered
A cognitive-affective system theory of personality
Motivational Beliefs, Values, and Goals
Missing data
Motivational and self-regulated learning components of classroom academic performance.
Expectancy–Value Theory of Achievement Motivation
The Four-Phase Model of Interest Development
Personality Structure
Motivation and Self-Regulated Learning
Unidimensional Versus Domain Representative Parceling of Questionnaire Items
Probing for the multiplicative term in modern expectancy–value theory
To Parcel or Not to Parcel
Estimating Latent Variable Interactions With Nonnormal Observed Data
Probing Interactions in Fixed and Multilevel Regression
Variability in Parameter Estimates and Model Fit Across Repeated Allocations of Items to Parcels
The Hexaco Personality Factors in the Indigenous Personality Lexicons of English and 11 Other Languages
Personality–Relationship Transaction in Adolescence
Self‐Regulating Interest
Multilevel Modeling
Maintaining Activity Engagement
Interest as a Motivational Resource
Personality is related to educational outcomes in late adolescence
Acquaintance reports of personality and academic achievement
Personality predictors of academic outcomes
Perceived control, effort, and academic performance
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Verbal and Math Self-Concepts
Once a boring task always a boring task? Interest as a self-regulatory mechanism
Different forces, same consequence
The implications of Big Five standing for the distribution of trait manifestation in behavior
Situational similarity and personality predict behavioral consistency
A new Big Five
Statistical difficulties of detecting interactions and moderator effects
Distinguishing between moderator and quadratic effects in multiple regression
| Obras citantes distintas | 24 |
|---|---|
| Citações por ano | 3,43 |
| Intervalo de citações | 2019 - 2026 (8) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 24 |