German Institute for International Educational Research.
Department of Educational Psychology and Personality Development, University of Hamburg.
Dev Psychol. 2019 Dec;55(12):2561-2574. doi: 10.1037/dev0000817. Epub 2019 Sep 12.
Personality traits are well-known predictors of academic success across all levels of education. However, whether school provides an environment to cultivate and promote personality traits is largely unknown. Theories about personality development give reasons to assume that enduring experiences at school could lead to prolonged personality changes. We therefore studied the dynamic interplay of impulse control-an important predictor for educational and life outcomes-and perceptions of school-related experiences both in terms of selection and socialization effects. We used a large, representative, longitudinal dataset of the National Longitudinal Survey of Youth following students from ages 10 to 21 across 6 assessment waves to examine mutual associations of impulse control and school-related experiences across middle and high school years. Sample sizes for the analyses ranged from 8,204 to 8,421 (51% male). Mutual associations between perceived school-related experiences and impulse control were analyzed using random intercept cross-lagged panel models. Results supported the appearance of selection and, to a lesser extent, socialization effects for impulse control and some school-related experiences. The results point to the importance of school-related experiences not limited to academic matters. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
人格特质是所有教育层次上学业成功的已知预测因素。然而，学校是否提供了培养和促进人格特质的环境在很大程度上是未知的。人格发展理论使人们有理由假设，学校的持久经历可能导致持久的人格变化。因此，我们研究了冲动控制（学业和生活成果的重要预测因素）与学校相关经历的感知之间的动态相互作用，无论是在选择还是社会化效应方面。我们使用了一项大型的、具有代表性的、纵向的全国青年纵向调查数据集，该数据集跟踪了 6 次评估波中从 10 岁到 21 岁的学生，以研究冲动控制和中学阶段的学校相关经历之间的相互关联。分析的样本量从 8204 到 8421 不等（51%为男性）。使用随机截距交叉滞后面板模型分析了感知到的学校相关经历和冲动控制之间的相互关系。结果支持了冲动控制和一些学校相关经历的选择效应和在一定程度上的社会化效应的出现。研究结果表明，学校相关经历的重要性不仅限于学业。（APA，2019 年，所有权利保留）。
