TY - JOUR
T1 - The persistence of students’ academic effort
T2 - The unique and combined effects of conscientiousness and individual interest
AU - Rieger, Sven
AU - Göllner, Richard
AU - Spengler, Marion
AU - Trautwein, Ulrich
AU - Nagengast, Benjamin
AU - Roberts, Brent W.
N1 - This research project was supported by the Postdoctoral Academy for Research on Education (PACE) of the Hector Research Institute of Education Sciences and Psychology, Tübingen , funded by the Baden-Württemberg Ministry of Science, Research and the Arts .
Sven Rieger was a doctoral student at the LEAD Graduate School & Research Network [GSC1028], which was 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-Württemberg. This work was supported by a grant to Ulrich Trautwein from the Ministry of Science, Research and the Arts of Baden-Württemberg (Az: 33–7532.20/735). The TRAIN study was initiated and is funded by grants from the Ministries of Education, Youth, and Sports in Baden-Württemberg and Saxony, Germany.
PY - 2022/8
Y1 - 2022/8
N2 - The present study was designed to test the CONscientiousness × Interest Compensation (CONIC) model in a longitudinal setting (four time points; N = 3,880 students). For this purpose, we first examined the power of conscientiousness (measured with student and parent reports) and interest in predicting perceived academic effort in three school subjects (Math, German, and English). In a second step, we investigated whether conscientiousness and interest interacted in a compensatory pattern as predicted by the CONIC model. Results showed that conscientiousness and interest significantly and positively predicted future perceived academic effort. In addition, conscientiousness and interest interacted in a compensatory manner, such that interest was less important for perceived academic effort in students who were high in conscientiousness (and vice versa).
AB - The present study was designed to test the CONscientiousness × Interest Compensation (CONIC) model in a longitudinal setting (four time points; N = 3,880 students). For this purpose, we first examined the power of conscientiousness (measured with student and parent reports) and interest in predicting perceived academic effort in three school subjects (Math, German, and English). In a second step, we investigated whether conscientiousness and interest interacted in a compensatory pattern as predicted by the CONIC model. Results showed that conscientiousness and interest significantly and positively predicted future perceived academic effort. In addition, conscientiousness and interest interacted in a compensatory manner, such that interest was less important for perceived academic effort in students who were high in conscientiousness (and vice versa).
KW - Compensatory-effects model
KW - Conscientiousness
KW - Interest
KW - Perceived academic effort
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U2 - 10.1016/j.learninstruc.2022.101613
DO - 10.1016/j.learninstruc.2022.101613
M3 - Article
AN - SCOPUS:85127361907
SN - 0959-4752
VL - 80
JO - Learning and Instruction
JF - Learning and Instruction
M1 - 101613
ER -