School or Work? The Choice May Change Your Personality

Jessika Golle, Norman Rose, Richard Göllner, Marion Spengler, Gundula Stoll, Nicolas Hübner, Sven Rieger, Ulrich Trautwein, Oliver Lüdtke, Brent W. Roberts, Benjamin Nagengast

Research output: Contribution to journalArticlepeer-review


According to the social-investment principle, entering new environments is associated with new social roles that influence people’s behaviors. In this study, we examined whether young adults’ 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.

Original languageEnglish (US)
Pages (from-to)32-42
Number of pages11
JournalPsychological Science
Issue number1
StatePublished - Jan 1 2019


  • Big Five traits
  • educational pathways
  • personality development
  • propensity-score analysis
  • vocational interests

ASJC Scopus subject areas

  • General Psychology


Dive into the research topics of 'School or Work? The Choice May Change Your Personality'. Together they form a unique fingerprint.

Cite this