Hector Research Institute of Education Sciences and Psychology, University of Tübingen.
Department of Psychology, University of Houston.
J Pers Soc Psychol. 2018 Apr;114(4):620-636. doi: 10.1037/pspp0000185. Epub 2018 Mar 5.
In this study, we investigated the role of student characteristics and behaviors in a longitudinal study over a 50-year timespan (using a large U.S. representative sample of high school students). We addressed the question of whether behaviors in school have any long-lasting effects for one's later life. Specifically, we investigated the role of being a responsible student, interest in school, writing skills, and reading skills in predicting educational attainment, occupational prestige, and income 11 years (N = 81,912) and 50 years (N = 1,952) after high school. We controlled for parental socioeconomic status, IQ, and broad personality traits in all analyses. We found that student characteristics and behaviors in adolescence predicted later educational and occupational success above and beyond parental socioeconomic status, IQ, and broad personality traits. Having higher interest in school was related to higher educational attainment at years 11 and 50, higher occupational prestige at year 11, and higher income at year 50. Higher levels of being a responsible student were related to higher educational attainment and higher occupational prestige at years 11 and 50. This was the first longitudinal study to test the role of student characteristics and behaviors over and above broad personality traits. It highlights the potential importance of what students do in school and how they react to their experiences during that time. It also highlights the possibility that things that happen in specific periods of one's life may play out in ways far more significant than we expect. (PsycINFO Database Record
在这项研究中，我们调查了学生特征和行为在跨越 50 年时间跨度的纵向研究中的作用（使用美国大型高中生代表性样本）。我们探讨了学校行为是否对一个人的未来生活有持久影响的问题。具体来说，我们调查了作为一个负责任的学生、对学校的兴趣、写作技巧和阅读技巧在预测教育程度、职业声望和收入方面的作用，分别在高中毕业后 11 年（N=81912）和 50 年（N=1952）。我们在所有分析中都控制了父母的社会经济地位、智商和广泛的人格特质。我们发现，青少年时期的学生特征和行为预测了后来的教育和职业成功，超过了父母的社会经济地位、智商和广泛的人格特质。对学校更感兴趣与 11 年和 50 年的更高教育程度、11 年的更高职业声望和 50 年的更高收入有关。更高的负责任学生水平与 11 年和 50 年的更高教育程度和更高的职业声望有关。这是第一项测试学生特征和行为在广泛人格特质之上的作用的纵向研究。它强调了学生在学校所做的事情以及他们对这段时间的经历的反应的潜在重要性。它还强调了一个人生命中特定时期发生的事情可能会以比我们预期的更重要的方式发挥作用的可能性。
