Laible Marie-Christine, Anger Silke, Baumann Martina
Research Department Education, Training, and Employment Over the Life Course, Institute for Employment Research (IAB), Nuremberg, Germany.
Chair of Economics, Economics of Education, Faculty of Social Sciences, Economics, and Business Administration, Otto-Friedrich University Bamberg, Bamberg, Germany.
Front Psychol. 2020 Nov 16;11:510537. doi: 10.3389/fpsyg.2020.510537. eCollection 2020.
The notion of lifelong learning is gaining importance, not only in the labor market but also in other areas of modern societies. Previous research finds variation in occupation-related training participation by worker and workplace characteristics, gender, and education. However, evidence on the individual's socio-emotional skills creating favorable conditions for overall further training is scarce. To close this research gap, we analyze the role of personality for further training participation. First, we compare how the Big Five Personality Dimensions relate to different training types by differentiating between non-formal and informal training measures. Second, we investigate how personality traits affect further training chosen for occupational private reasons separately. Drawing on a sample of 10,559 individuals from the Adult Stage of the German National Educational Panel Study (NEPS), we find that throughout our estimations, openness to experience positively relates to further training participation and is the most important determinant among the Big Five Personality Dimensions. However, the relationship between personality traits and training participation varies according to the training type and the reason for participating in further training. Moreover, we find gender-specific differences in the association between personality traits and lifelong learning. We conclude that personality is an important predictor of lifelong learning decisions.
终身学习的理念不仅在劳动力市场，而且在现代社会的其他领域正变得越来越重要。先前的研究发现，职业相关培训的参与情况因工人和工作场所的特征、性别以及教育程度而异。然而，关于个人的社会情感技能为整体进一步培训创造有利条件的证据却很少。为了填补这一研究空白，我们分析了人格在进一步培训参与方面的作用。首先，我们通过区分非正规和非正式培训措施，比较了大五人格维度与不同培训类型之间的关系。其次，我们分别研究了人格特质如何影响因职业个人原因而选择的进一步培训。基于德国国家教育面板研究（NEPS）成人阶段的10559名个体样本，我们发现在整个估计过程中，开放性与进一步培训参与呈正相关，并且是大五人格维度中最重要的决定因素。然而，人格特质与培训参与之间的关系因培训类型和参与进一步培训的原因而异。此外，我们发现人格特质与终身学习之间的关联存在性别差异。我们得出结论，人格是终身学习决策的重要预测因素。
