Dataset Information

Personality Traits and Further Training.

ABSTRACT: The notion of lifelong learning is gaining importance, not only in the labor market but also in other areas of modern societies. Previous research finds variation in occupation-related training participation by worker and workplace characteristics, gender, and education. However, evidence on the individual's socio-emotional skills creating favorable conditions for overall further training is scarce. To close this research gap, we analyze the role of personality for further training participation. First, we compare how the Big Five Personality Dimensions relate to different training types by differentiating between non-formal and informal training measures. Second, we investigate how personality traits affect further training chosen for occupational and private reasons separately. Drawing on a sample of 10,559 individuals from the Adult Stage of the German National Educational Panel Study (NEPS), we find that throughout our estimations, openness to experience positively relates to further training participation and is the most important determinant among the Big Five Personality Dimensions. However, the relationship between personality traits and training participation varies according to the training type and the reason for participating in further training. Moreover, we find gender-specific differences in the association between personality traits and lifelong learning. We conclude that personality is an important predictor of lifelong learning decisions.

SUBMITTER: Laible MC

PROVIDER: S-EPMC7701053 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Personality Traits and Further Training.

Laible Marie-Christine MC Anger Silke S Baumann Martina M

Frontiers in psychology 20201116

The notion of lifelong learning is gaining importance, not only in the labor market but also in other areas of modern societies. Previous research finds variation in occupation-related training participation by worker and workplace characteristics, gender, and education. However, evidence on the individual's socio-emotional skills creating favorable conditions for overall further training is scarce. To close this research gap, we analyze the role of personality for further training participation ...[more]

PMID: 33304290

Similar Datasets

Project description:Educational transitions play a pivotal role in shaping educational careers, and ultimately social inequality. Whereas parental socioeconomic status (SES) and cognitive ability have long been identified as key determinants of successful educational transitions, much less is known about the role of socio-emotional skills. To address this gap, the present study investigated whether Big Five personality traits predict success in the transition from secondary school to vocational education and training (VET) above and beyond SES, cognitive ability, and other covariates. Using data from Starting Cohort 4 of the German National Educational Panel Study (NEPS; N = 4,137), we defined seven indicators of successful transition: obtaining a VET position, number of acceptances for VET positions, starting a VET position, (the absence of) dropout intentions and actual dropout, final VET grade, and satisfaction with VET. The results revealed that some Big Five traits were incrementally associated with several indicators of transition success. Conscientiousness emerged as the single most relevant trait, predicting all the transition success indicators but 1 (dropout intentions). The other Big Five traits had much weaker and less consistent links with transition success. Extraversion predicted the final VET grade and obtaining a VET position; Agreeableness was linked to a higher risk of dropout. Openness and Emotional Stability had no incremental effects on transition success. There was also some evidence for both compensatory and synergistic interactive effects, with Openness moderating mainly the effects of parental SES (on dropout intentions, actual dropout, and number of acceptances), and Agreeableness moderating the effects of cognitive ability (on obtaining a VET position, number of acceptances, and satisfaction with VET). Although individual effect sizes were small, the Big Five's joint contribution to transition success was non-negligible, and often larger than that of sociodemographic characteristics and cognitive ability. Our results suggest a hitherto underappreciated contribution of personality to successful transitions to VET.

Project description:PurposeThis study aimed to quantify the potential variability in the volume of work completed after reaching different velocity loss (VL) thresholds and determine the effects of sex, training status and history, as well as psychological traits on the reliability and magnitude of the amount of work completed after reaching different VL thresholds using different loads in the back-squat exercise.MethodsForty-six resistance-trained people (15 females and 31 males; 18 to 40 years of age) with a wide range of strength levels, training experience, and different training practices were recruited and performed a one-repetition maximum (1RM) test, and two repetitions to failure (RTF) tests 72 h apart. RTF tests were performed with 70, 80, and 90% of 1RM with 10 min of rest between sets. The Bland-Altman analysis for multiple observations per participant and equivalence tests were used to quantify the variability in the volume of work completed after reaching different VL thresholds, whereas linear and generalised mixed-effects models were used to examine the effects of different moderators on the stability and magnitude of the amount of work completed after reaching different VL thresholds.ResultsThe findings of the present study question the utility of using VL thresholds to prescribe resistance training (RT) volume as the agreement in the amount of work completed across two consecutive testing sessions was not acceptable. Regardless of the load used, females completed more repetitions than males across VL thresholds, while males performed repetitions at higher velocities. In addition, individuals with higher levels of emotional stability also tended to perform more repetitions across VL thresholds. Finally, sex, choice of load, strength levels and training practices, as well as emotional stability affected the linearity of the repetition-velocity relationship and when sets terminated.ConclusionUsing the same VL thresholds for all individuals, while assuming generalisability of the stimuli applied, would likely lead to variable acute physiological responses to RT and divergent neuromuscular adaptations over long term. Therefore, VL monitoring practices could be improved by considering sex, training status, history, and psychological traits of individuals due to their effects on the variability in responses to different VL thresholds.

Dataset Information

Personality Traits and Further Training.

Publications

Personality Traits and Further Training.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets