Conscientiousness in Education: Its Conceptualization, Assessment, and Utility

Research output: Chapter in Book/Report/Conference proceedingChapter

Standard

Conscientiousness in Education : Its Conceptualization, Assessment, and Utility. / Kim, Lisa; Poropat, Arthur; MacCann, Carolyn.

Psychosocial Skills and School Systems in the 21st Century : Theory, Research, and Practice. ed. / Anastasiya Lipnevich; Franzis Preckel; Richard Roberts. Springer, 2016. p. 155–185.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harvard

Kim, L, Poropat, A & MacCann, C 2016, Conscientiousness in Education: Its Conceptualization, Assessment, and Utility. in A Lipnevich, F Preckel & R Roberts (eds), Psychosocial Skills and School Systems in the 21st Century : Theory, Research, and Practice. Springer, pp. 155–185. https://doi.org/10.1007/978-3-319-28606-8_7

APA

Kim, L., Poropat, A., & MacCann, C. (2016). Conscientiousness in Education: Its Conceptualization, Assessment, and Utility. In A. Lipnevich, F. Preckel, & R. Roberts (Eds.), Psychosocial Skills and School Systems in the 21st Century : Theory, Research, and Practice (pp. 155–185). Springer. https://doi.org/10.1007/978-3-319-28606-8_7

Vancouver

Kim L, Poropat A, MacCann C. Conscientiousness in Education: Its Conceptualization, Assessment, and Utility. In Lipnevich A, Preckel F, Roberts R, editors, Psychosocial Skills and School Systems in the 21st Century : Theory, Research, and Practice. Springer. 2016. p. 155–185 https://doi.org/10.1007/978-3-319-28606-8_7

Author

Kim, Lisa ; Poropat, Arthur ; MacCann, Carolyn. / Conscientiousness in Education : Its Conceptualization, Assessment, and Utility. Psychosocial Skills and School Systems in the 21st Century : Theory, Research, and Practice. editor / Anastasiya Lipnevich ; Franzis Preckel ; Richard Roberts. Springer, 2016. pp. 155–185

Bibtex - Download

@inbook{e4a03382672942338e6d093a16deb780,
title = "Conscientiousness in Education: Its Conceptualization, Assessment, and Utility",
abstract = "Conscientiousness is the personality domain most strongly associated with academic performance, and is similar to important drivers of educational success, such as grit and time management. There are many slightly different theoretical models that describe the constituent components (or facets) of conscientiousness. In this chapter, we outline the main theoretical models of conscientiousness, and synthesize empirical research examining its underlying structure. We review the conscientiousness/academic achievement association for: (a) the broad domain versus constituent facets of conscientiousness; (b) self-ratings versus observer-ratings of conscientiousness; and (c) conscientiousness as a characteristic of teachers as well as students. We outline two main applications of conscientiousness in education: Large-scale multi-country comparisons (such as PISA) and student selection for undergraduate or postgraduate study. These applications rely on accurate assessment procedures, raising issues with standard rating-scale assessments of conscientiousness. For this reason, we discuss two alternative directions for assessment: Forced-choice assessments and anchoring vignettes. Lastly, given the research indicating that conscientiousness changes with time, we consider whether students{\textquoteright} conscientiousness can be enhanced as a way to increase educational success. In summary, this chapter outlines the conceptualization, measurement, and applications of conscientiousness in education.",
author = "Lisa Kim and Arthur Poropat and Carolyn MacCann",
year = "2016",
doi = "10.1007/978-3-319-28606-8_7",
language = "English",
pages = "155–185",
editor = "Anastasiya Lipnevich and Franzis Preckel and Richard Roberts",
booktitle = "Psychosocial Skills and School Systems in the 21st Century",
publisher = "Springer",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Conscientiousness in Education

T2 - Its Conceptualization, Assessment, and Utility

AU - Kim, Lisa

AU - Poropat, Arthur

AU - MacCann, Carolyn

PY - 2016

Y1 - 2016

N2 - Conscientiousness is the personality domain most strongly associated with academic performance, and is similar to important drivers of educational success, such as grit and time management. There are many slightly different theoretical models that describe the constituent components (or facets) of conscientiousness. In this chapter, we outline the main theoretical models of conscientiousness, and synthesize empirical research examining its underlying structure. We review the conscientiousness/academic achievement association for: (a) the broad domain versus constituent facets of conscientiousness; (b) self-ratings versus observer-ratings of conscientiousness; and (c) conscientiousness as a characteristic of teachers as well as students. We outline two main applications of conscientiousness in education: Large-scale multi-country comparisons (such as PISA) and student selection for undergraduate or postgraduate study. These applications rely on accurate assessment procedures, raising issues with standard rating-scale assessments of conscientiousness. For this reason, we discuss two alternative directions for assessment: Forced-choice assessments and anchoring vignettes. Lastly, given the research indicating that conscientiousness changes with time, we consider whether students’ conscientiousness can be enhanced as a way to increase educational success. In summary, this chapter outlines the conceptualization, measurement, and applications of conscientiousness in education.

AB - Conscientiousness is the personality domain most strongly associated with academic performance, and is similar to important drivers of educational success, such as grit and time management. There are many slightly different theoretical models that describe the constituent components (or facets) of conscientiousness. In this chapter, we outline the main theoretical models of conscientiousness, and synthesize empirical research examining its underlying structure. We review the conscientiousness/academic achievement association for: (a) the broad domain versus constituent facets of conscientiousness; (b) self-ratings versus observer-ratings of conscientiousness; and (c) conscientiousness as a characteristic of teachers as well as students. We outline two main applications of conscientiousness in education: Large-scale multi-country comparisons (such as PISA) and student selection for undergraduate or postgraduate study. These applications rely on accurate assessment procedures, raising issues with standard rating-scale assessments of conscientiousness. For this reason, we discuss two alternative directions for assessment: Forced-choice assessments and anchoring vignettes. Lastly, given the research indicating that conscientiousness changes with time, we consider whether students’ conscientiousness can be enhanced as a way to increase educational success. In summary, this chapter outlines the conceptualization, measurement, and applications of conscientiousness in education.

U2 - 10.1007/978-3-319-28606-8_7

DO - 10.1007/978-3-319-28606-8_7

M3 - Chapter

SP - 155

EP - 185

BT - Psychosocial Skills and School Systems in the 21st Century

A2 - Lipnevich, Anastasiya

A2 - Preckel, Franzis

A2 - Roberts, Richard

PB - Springer

ER -