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An In-Depth Review of Conscientiousness and Educational Issues

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Title: An In-Depth Review of Conscientiousness and Educational Issues
Language: English
Authors: Spielmann, Julia (ORCID 0000-0002-5502-454X), Yoon, Hee Jun Roy, Ayoub, Mona, Chen, Yueyang, Eckland, Nathaniel S., Trautwein, Ulrich, Zheng, Anqing, Roberts, Brent W.
Source: Educational Psychology Review. Dec 2022 34(4):2745-2781.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 37
Publication Date: 2022
Document Type: Journal Articles
Information Analyses
Descriptors: Personality Traits, Interpersonal Competence, Definitions, Evaluation, Outcomes of Education, Cultural Differences
DOI: 10.1007/s10648-022-09693-2
ISSN: 1040-726X
1573-336X
Abstract: Why does conscientiousness matter for education? How is conscientiousness conceptualized in the field of research on education? How do socio-emotional (SE) skills relate to conscientiousness? In an effort to help answer these questions, we review the current research on conscientiousness in education. Specifically, we examine (1) how conscientiousness is defined, (2) the assessment of conscientiousness, (3) the relation between conscientiousness and educational outcomes, (4) whether too much conscientiousness may be a bad thing, (5) the relation between conscientiousness and conceptually related educational constructs, (6) the changeability of conscientiousness and the importance of that fact to education, and (7) the challenges of assessing conscientiousness across cultures.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1360160
Database: ERIC
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Abstract:Why does conscientiousness matter for education? How is conscientiousness conceptualized in the field of research on education? How do socio-emotional (SE) skills relate to conscientiousness? In an effort to help answer these questions, we review the current research on conscientiousness in education. Specifically, we examine (1) how conscientiousness is defined, (2) the assessment of conscientiousness, (3) the relation between conscientiousness and educational outcomes, (4) whether too much conscientiousness may be a bad thing, (5) the relation between conscientiousness and conceptually related educational constructs, (6) the changeability of conscientiousness and the importance of that fact to education, and (7) the challenges of assessing conscientiousness across cultures.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-022-09693-2