personality development during teacher preparation

Clicks: 216
ID: 245144
2016
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Abstract
Objective: The purpose of this three-year longitudinal study was to examine student teachers’ trajectories of personality as measured by the IPIP Big-Five factor markers and to what extent are there intra-individual and inter-individual changes in personality during this developmental period. The relationship between students’ personality traits, social desirability and prior academic attainment was also examined.Method: This three-year longitudinal study invited participants from the first year of a four-year undergraduate (UG) pre-service teacher education program, the class of 2017. The sample consisted of 305 students.Results: The results suggest that extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience were best represented by a non-significant longitudinal change in means. Results also suggest that social desirability predict agreeableness, and emotional stability, with small to moderate effect sizes.Conclusions: The study concludes that the data presented does not support the view that academic attainment is a good predictor of personality traits. Implications for educational research, theory, and practice are considered.
Reference Key
corcoran2016frontierspersonality Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Roisin P. Corcoran;Joanne O'Flaherty
Journal accounts of chemical research
Year 2016
DOI
10.3389/fpsyg.2016.01677
URL
http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01677/full
Keywords
personality traits social desirability

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