Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?
Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?
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DOI：
10.1037/pspp0000034
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发表时间：
2015-04
影响因子：
7.6
通讯作者：
U. Trautwein;O. Lüdtke;Nicole Nagy;A. Lenski;Alois Niggli;I. Schnyder
中科院分区：
文献类型：
--
作者：
U. Trautwein;O. Lüdtke;Nicole Nagy;A. Lenski;Alois Niggli;I. Schnyder
虽然学术成就感和领域兴趣被认为是学术成就的主要决定因素，但在实证研究中很少将它们结合起来。在本研究中，假设兴趣和勤奋都能唯一预测学习努力，并且在统计上相互作用来预测学习努力。在4项研究中，分别有2，557，415，1，025和1，531名学生，兴趣和兴趣有意义和独特的预测学术努力。此外，好奇心互动与补偿模式的兴趣，表明好奇心是特别重要的，当一个学生发现一个学校的主题不感兴趣，特定领域的兴趣起着特别重要的作用，学生低的好奇心。
Although both conscientiousness and domain-specific interest are believed to be major determinants of academic effort, they have rarely been brought together in empirical studies. In the present research, it was hypothesized that both interest and conscientiousness uniquely predict academic effort and statistically interact with each other to predict academic effort. In 4 studies with 2,557, 415, 1,025, and 1,531 students, respectively, conscientiousness and interest meaningfully and uniquely predicted academic effort. In addition, conscientiousness interacted with interest in a compensatory pattern, indicating that conscientiousness is especially important when a student finds a school subject uninteresting and that domain-specific interest plays a particularly important role for students low in conscientiousness.