How Personality Matters for Education Research

Autor/inn/en	Jach, Hayley K.; Bardach, Lisa; Murayama, Kou
Titel	How Personality Matters for Education Research
Quelle	In: Educational Psychology Review, 35 (2023) 3, Artikel 94Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jach, Hayley K.) ORCID (Bardach, Lisa) ORCID (Murayama, Kou)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09807-4
Schlagwörter	Educational Research; Personality; Psychology; Misconceptions; Outcomes of Education; Interpersonal Competence; Emotional Development; Measures (Individuals) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Personalität; Psychologie; Missverständnis; Lernleistung; Schulerfolg; Interpersonale Kompetenz; Gefühlsbildung; Messdaten
Abstract	The field of personality psychology could contribute to the aims of educational research, but several misconceptions may hold back this synthesis. We address three "misconceptions" about personality psychology that are surprisingly pervasive outside of that field: that there are personality types, that personality is fixed, and that the existence of personality implies that situations are unimportant. We then cover four ways that personality psychology can assist educational aims: personality can be used to (1) boost our ability to accurately predict educational outcomes, (2) inform educational interventions, (3) support the academic development of all learners in personalised learning interventions, and (4) be employed as target outcomes for education. In the process, we show how personality relates to important educational outcomes, outline theoretical links with educationally relevant concepts like socio-emotional skills, and include an overview of current personality scales that can be used when getting started. Through this paper, we hope to stimulate and enthuse researchers to advance synthesis between the disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01