Trautwein Ulrich, Lüdtke Oliver, Nagy Nicole, Lenski Anna, Niggli Alois, Schnyder Inge
Hector Research Institute of Education Sciences and Psychology, University of Tübingen.
Department of Educational Research, Leibniz Institute for Science and Mathematics Education and Centre.
J Pers Soc Psychol. 2015 Jul;109(1):142-62. doi: 10.1037/pspp0000034. Epub 2015 Apr 27.
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.
尽管尽责性和特定领域兴趣都被认为是学业努力的主要决定因素，但在实证研究中它们很少被放在一起探讨。在本研究中，我们假设兴趣和尽责性都能独特地预测学业努力，并且二者在统计上相互作用以预测学业努力。在分别针对2557名、415名、1025名和1531名学生的四项研究中，尽责性和兴趣都显著且独特地预测了学业努力。此外，尽责性与兴趣以一种补偿模式相互作用，这表明当学生对一门学科不感兴趣时，尽责性尤为重要，而特定领域兴趣对尽责性较低的学生则发挥着特别重要的作用。
