A Closer Look at the Domain-Specific Associations of Openness with Language Achievement: Evidence on the Role of Intrinsic Value from Two Large-Scale Longitudinal Studies

Autor/inn/en	Meyer, Jennifer; Schmidt, Fabian T. C.; Fleckenstein, Johanna; Köller, Olaf
Titel	A Closer Look at the Domain-Specific Associations of Openness with Language Achievement: Evidence on the Role of Intrinsic Value from Two Large-Scale Longitudinal Studies
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.113-133 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12543
Schlagwörter	Longitudinal Studies; German; Personality Traits; Student Motivation; Personality Measures; Secondary School Students; Report Cards; Language Tests; Scores; Standardized Tests; Language Skills; Essays; Assignments; Error of Measurement; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Achievement Gains; Correlation; Grades (Scholastic); Big Five Inventory + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deutscher; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Sekundarschüler; Berichtszeugnis; Language test; Sprachtest; Standadised tests; Standardisierter Test; Language skill; Sprachkompetenz; Essay; Aufsatzunterricht; Assignment; Auftrag; Zuweisung; Messfehler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Achievement gain; Leistungssteigerung; Korrelation; Notenspiegel
Abstract	Background: Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five-factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain-specific relationships of openness with achievement. Aims: This study investigated whether intrinsic value mediates the associations of openness to experience with language achievement to understand these associations more closely. Based on the principle of trait activation, we combined openness to experience with intrinsic value as a motivational construct more proximal to behaviour. Samples: We capitalized on two large-scale longitudinal data sets (N = 1994; M = 16.8 years; 51% female; and N = 2722; M = 17.34 years; 58% female) of German-speaking students in upper secondary education with two points of measurement, respectively. Methods: We assessed achievement using report card grades and standardized test scores, capturing three language subskills: reading and listening, measured by standardized tests, and writing competencies, measured by essay assignments. We conducted mediation analysis using bootstrapped confidence intervals and robust standard errors to account for dependencies in the data due to students clustered within classrooms. Results and Conclusions: Overall, our results show that intrinsic value mediated the relationship between openness and achievement in English as a foreign language. The results remained stable when controlling for prior achievement, predicting achievement gains. Our investigation provides empirical insights into the manifestations of personality in academic contexts. We discuss the limitations of our approach, with a focus on the use of a mediation analysis in this research design. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01