@article{52c4014be6414d6696b2dc3bda148b7c,
title = "The effects of getting a new teacher on the consistency of personality",
abstract = "Objective: In the present research, we examined the effect of getting a new teacher on consistency in students{\textquoteright} personality measures, including trait and social cognitive constructs. Method: To test the effect of this kind of situational transition, we analyzed two large longitudinal samples (N = 5,628; N = 2,458) with quasi-experimental study designs. We used two consistency measures (i.e., rank-order clations and changes in variance over time) to compare students who got a new teacher with students who kept the same teacher. Results: Multiple-group latent variable analyses showed no differences in the rank-order correlations for the math-related social cognitive constructs of interest, effort, self-concept, self-regulation, anxiety, and the Big Five personality traits. Significantly lower rank-order correlations were found for some of the German- and English-related social cognitive constructs (i.e., effort measures) for the group of students who got a new teacher. Regarding the changes in variance (over time), we found no systematic differences between groups in both studies. Conclusions: We found partial support for the idea that social cognitive variables are more susceptible to environmental changes (i.e., getting a new teacher) than the Big Five personality traits are.",
keywords = "Big Five, consistency, new teacher, social cognitive constructs",
author = "Sven Rieger and Richard G{\"o}llner and Marion Spengler and Ulrich Trautwein and Benjamin Nagengast and Harring, {Jeffrey R.} and Roberts, {Brent W.}",
note = "Funding Information: Funding Information LEAD Graduate School & Research Network [GSC1028], funded by Excellence Initiative of the German federal and state governments; European Social Fund and Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg grant to Marion Spengler; Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg grant (Az: 33-7532.20/735) to Ulrich Trautwein; The Graduate School of the University of Maryland, College Park and the Institutional Strategy of the University of T{\"u}bingen (Deutsche Forschungsgemeinschaft, ZUK 63); TRAIN study initiated/funded by grants from Ministries of Education, Youth, and Sports in Baden-W{\"u}rttemberg and Saxony, Germany. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Preparation of this manuscript was supported by several grants. Sven Rieger is a doctoral student at the LEAD Graduate School & Research Network [GSC1028], which is funded by the Excellence Initiative of the German federal and state governments. This research was supported by a grant to Marion Spengler funded by the European Social Fund and the Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg. This work was supported by a grant to Ulrich Trautwein from the Ministry of Science, Research and the Arts of Baden-W{\"u}rttemberg (Az: 33-7532.20/735). This research project was also supported by the Graduate School of the University of Maryland, College Park and the Institutional Strategy of the University of T{\"u}bingen (Deutsche Forschungsgemeinschaft, ZUK 63). The TRAIN study was initiated and is funded by grants from the Ministries of Education, Youth, and Sports in Baden-W{\"u}rttemberg and Saxony, Germany. Funding Information: LEAD Graduate School & Research Network [GSC1028], funded by Excellence Initiative of the German federal and state governments; European Social Fund and Ministry of Science, Research and the Arts of Baden‐W{\"u}rttemberg grant to Marion Spengler; Ministry of Science, Research and the Arts of Baden‐W{\"u}rttemberg grant (Az: 33‐7532.20/735) to Ulrich Trautwein; The Graduate School of the University of Maryland, College Park and the Institutional Strategy of the University of T{\"u}bingen (Deutsche Forschungsgemeinschaft, ZUK 63); TRAIN study initiated/funded by grants from Ministries of Education, Youth, and Sports in Baden‐W{\"u}rttemberg and Saxony, Germany. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Preparation of this manuscript was supported by several grants. Sven Rieger is a doctoral student at the LEAD Graduate School & Research Network [GSC1028], which is funded by the Excellence Initiative of the German federal and state governments. This research was supported by a grant to Marion Spengler funded by the European Social Fund and the Ministry of Science, Research and the Arts of Baden‐W{\"u}rttemberg. This work was supported by the Ulrich Trautwein from the Ministry of Science, Research and the Arts of Baden‐W{\"u}rttemberg (Az: 33‐7532.20/735). This research project was also supported by the Graduate School of the University of Maryland, College Park and the Institutional Strategy of the University of T{\"u}bingen (Deutsche Forschungsgemeinschaft, ZUK 63). The TRAIN study was initiated and is funded by grants from the Ministries of Education, Youth, and Sports in Baden‐ W{\"u}rttemberg and Saxony, Germany. Publisher Copyright: {\textcopyright} 2018 The Authors. Journal of Personality Published by Wiley Periodicals, Inc.",
year = "2019",
month = jun,
doi = "10.1111/jopy.12410",
language = "English (US)",
volume = "87",
pages = "485--500",
journal = "Journal of Personality",
issn = "0022-3506",
publisher = "Wiley-Blackwell",
number = "3",
}