@article{c9abc697d9a84e238aa11f0f0f986d40,
title = "School or Work? The Choice May Change Your Personality",
abstract = "According to the social-investment principle, entering new environments is associated with new social roles that influence people{\textquoteright}s behaviors. In this study, we examined whether young adults{\textquoteright} personality development is differentially related to their choice of either an academic or a vocational pathway (i.e., entering an academic-track school or beginning vocational training). The personality constructs of interest were Big Five personality traits and vocational-interest orientations. We used a longitudinal study design and propensity-score matching to create comparable groups before they entered one of the pathways and then tested the differences between these groups 6 years later. We expected the vocational pathway to reinforce more mature behavior and curtail investigative interest. Results indicated that choosing the vocational compared with the academic pathway was associated with higher conscientiousness and less interest in investigative, social, and enterprising activities.",
keywords = "Big Five traits, educational pathways, personality development, propensity-score analysis, vocational interests",
author = "Jessika Golle and Norman Rose and Richard G{\"o}llner and Marion Spengler and Gundula Stoll and Nicolas H{\"u}bner and Sven Rieger and Ulrich Trautwein and Oliver L{\"u}dtke and Roberts, {Brent W.} and Benjamin Nagengast",
note = "Funding Information: “Reanalyse und Nacherhebung der TOSCA-10-Studie” is part of the research program “Netzwerk Bildungsforschung” (Educational Research Network) of the Baden-W{\"u}rttemberg Stif-tung. The present study was additionally supported by the Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, University of T{\"u}bingen, funded by the Baden-W{\"u}rttemberg Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg. N. H{\"u}bner and S. Rieger were doctoral students at the LEAD Graduate School & Research Network at the University of T{\"u}bingen (GSC1028), which is funded by the Excellence Initiative of the German federal and state governments. This research was supported by a grant from the European Social Fund and the Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg, awarded to M. Spengler. Funding Information: “Reanalyse und Nacherhebung der TOSCA-10-Studie” is part of the research program “Netzwerk Bildungsforschung” (Educational Research Network) of the Baden-W{\"u}rttemberg Stiftung. The present study was additionally supported by the Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, University of T{\"u}bingen, funded by the Baden-W{\"u}rttemberg Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg. N. H{\"u}bner and S. Rieger were doctoral students at the LEAD Graduate School & Research Network at the University of T{\"u}bingen (GSC1028), which is funded by the Excellence Initiative of the German federal and state governments. This research was supported by a grant from the European Social Fund and the Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg, awarded to M. Spengler. Publisher Copyright: {\textcopyright} The Author(s) 2018.",
year = "2019",
month = jan,
day = "1",
doi = "10.1177/0956797618806298",
language = "English (US)",
volume = "30",
pages = "32--42",
journal = "Psychological Science",
issn = "0956-7976",
publisher = "SAGE Publishing",
number = "1",
}