Personality Traits and Further Training





Faculty/Professorship: Economics of Education  ; Leibniz Institute for Educational Trajectories (LIfBi) 
Author(s): Laible, Marie-Christine; Anger, Silke ; Baumann, Martina
Title of the Journal: Frontiers in psychology
ISSN: 1664-1078
Publisher Information: Lausanne : Frontiers Research Foundation
Year of publication: 2020
Volume: 11
Issue: 510537
Pages: 1-20
Language(s): English
Remark: 
Zweitveröffentlichung der Verlagsversion am 28.04.2021
Licence: Creative Commons - CC BY - Attribution 4.0 International 
DOI: 10.3389/fpsyg.2020.510537
URN: urn:nbn:de:bvb:473-irb-497580
Abstract: 
The notion of lifelong learning is gaining importance, not only in the labor market but also
in other areas ofmodern 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 and 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.
Keywords: Psychology ; socio-emotional skills ; further training participation rates ; NEPS ; lifelong learning ; continuing education ; Big Five—personality
Peer Reviewed: Ja
International Distribution: Ja
Open Access Journal: Ja
Document Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/49758
Release Date: 28. April 2021

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