Publikation: Openness and Academic Success in Postsecondary Education
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Sammlungen
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
Within the five-factor model of personality, openness describes an individual’s general appreciation for new intellectual and cultural experiences. Encompassing traits such as curiosity, open-mindedness, ingenuity, self-reflection, and thoughtfulness, it has often been theorized to be a major success factor in learning and education. However, empirical research conducted over the past several decades has yielded rather inconsistent results, and recent meta-analyses have found surprisingly small correlations between openness and postsecondary academic achievement.
This intriguing discrepancy was the starting point for this dissertation. Its core consists of three original articles that examine the relationship between openness and several indicators of postsecondary academic success. A fourth supplemental article describes the development of an alternative measure of a specific, academically relevant facet of openness, namely, openness to ideas.
The first article is a meta-analysis that examined the relationship between openness and postsecondary academic achievement. It found that across 149 studies with a total sample of 50,449 undergraduate students, overall openness was indeed only weakly related to academic achievement. However, through meta-analytic structural equation modeling using 19 primary studies with a total of 5,861 subjects, it also demonstrated that openness comprises two distinct aspects, namely intellectual and senso-aesthetic openness, and that these two aspects have opposing effects on academic performance.
The second article is a study that used a self-report measure specifically designed to assess the two openness aspects in order to examine their relationships with objective and subjective academic achievement. Regression analyses using cross-sectional data from 424 undergraduate students showed that intellectual openness was a strong positive predictor of both forms of academic achievement, while senso-aesthetic openness was a moderate negative predictor. Furthermore, the two aspects of openness showed considerably more incremental validity over two aspects of conscientiousness (i.e., industriousness and orderliness) than vice versa.
The third article is a study that used a more comprehensive operationalization of academic success and a time-lagged research design. It analyzed self-report data from two measurement times to examine the predictive validity of the two openness aspects for future academic achievement, academic satisfaction, student persistence, and post-college career success. In a sample of 196 undergraduate students from 30 majors, intellectual openness predicted grade point average and satisfaction after an average of 27 months, while senso-aesthetic openness was a strong negative predictor of graduation likelihood. Furthermore, in a sample of 132 professionals from 25 occupational fields, intellectual openness did not predict objective career success after an average of 33 months, but it did predict several dimensions of subjective career success. Senso-aesthetic openness, on the other hand, was a negative predictor of future salary, a positive predictor of hierarchical job status, and largely unrelated to subjective career success.
The fourth article describes the development and validation of a situational judgment test that measures, in addition to four other personality traits, openness to ideas. In a sample of 255 subjects the openness to ideas scale exhibited good internal consistency, the expected relationships with the five scales of the NEO PI-R, and a strong positive correlation with secondary school grade point average. This showed that the intellectual components of openness can be measured using an approach that is less prone to response bias and faking than the commonly used self-report measures.
Overall, this dissertation demonstrates that openness is indeed a highly relevant personality trait in postsecondary academic success—when properly operationalized as a truly dichotomous construct. It also provides initial insight into the nature of the relationships between the two openness aspects and academic achievement, and highlights some promising avenues for further research on the role of openness in postsecondary academic success.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
GATZKA, Thomas Johann, 2023. Openness and Academic Success in Postsecondary Education [Dissertation]. Konstanz: University of KonstanzBibTex
@phdthesis{Gatzka2023Openn-68102, year={2023}, title={Openness and Academic Success in Postsecondary Education}, author={Gatzka, Thomas Johann}, address={Konstanz}, school={Universität Konstanz} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/68102"> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2023-11-08T14:47:21Z</dc:date> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2023-11-08T14:47:21Z</dcterms:available> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/> <dc:rights>terms-of-use</dc:rights> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/> <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/68102/4/Gatzka_2-1wq6gft8o3h569.pdf"/> <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/68102/4/Gatzka_2-1wq6gft8o3h569.pdf"/> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/> <dcterms:title>Openness and Academic Success in Postsecondary Education</dcterms:title> <dc:creator>Gatzka, Thomas Johann</dc:creator> <dc:language>eng</dc:language> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/68102"/> <dc:contributor>Gatzka, Thomas Johann</dc:contributor> <dcterms:issued>2023</dcterms:issued> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dcterms:abstract>Within the five-factor model of personality, openness describes an individual’s general appreciation for new intellectual and cultural experiences. Encompassing traits such as curiosity, open-mindedness, ingenuity, self-reflection, and thoughtfulness, it has often been theorized to be a major success factor in learning and education. However, empirical research conducted over the past several decades has yielded rather inconsistent results, and recent meta-analyses have found surprisingly small correlations between openness and postsecondary academic achievement.<br /><br /> This intriguing discrepancy was the starting point for this dissertation. Its core consists of three original articles that examine the relationship between openness and several indicators of postsecondary academic success. A fourth supplemental article describes the development of an alternative measure of a specific, academically relevant facet of openness, namely, openness to ideas. <br /><br /> The first article is a meta-analysis that examined the relationship between openness and postsecondary academic achievement. It found that across 149 studies with a total sample of 50,449 undergraduate students, overall openness was indeed only weakly related to academic achievement. However, through meta-analytic structural equation modeling using 19 primary studies with a total of 5,861 subjects, it also demonstrated that openness comprises two distinct aspects, namely intellectual and senso-aesthetic openness, and that these two aspects have opposing effects on academic performance. <br /><br /> The second article is a study that used a self-report measure specifically designed to assess the two openness aspects in order to examine their relationships with objective and subjective academic achievement. Regression analyses using cross-sectional data from 424 undergraduate students showed that intellectual openness was a strong positive predictor of both forms of academic achievement, while senso-aesthetic openness was a moderate negative predictor. Furthermore, the two aspects of openness showed considerably more incremental validity over two aspects of conscientiousness (i.e., industriousness and orderliness) than vice versa.<br /><br /> The third article is a study that used a more comprehensive operationalization of academic success and a time-lagged research design. It analyzed self-report data from two measurement times to examine the predictive validity of the two openness aspects for future academic achievement, academic satisfaction, student persistence, and post-college career success. In a sample of 196 undergraduate students from 30 majors, intellectual openness predicted grade point average and satisfaction after an average of 27 months, while senso-aesthetic openness was a strong negative predictor of graduation likelihood. Furthermore, in a sample of 132 professionals from 25 occupational fields, intellectual openness did not predict objective career success after an average of 33 months, but it did predict several dimensions of subjective career success. Senso-aesthetic openness, on the other hand, was a negative predictor of future salary, a positive predictor of hierarchical job status, and largely unrelated to subjective career success.<br /><br /> The fourth article describes the development and validation of a situational judgment test that measures, in addition to four other personality traits, openness to ideas. In a sample of 255 subjects the openness to ideas scale exhibited good internal consistency, the expected relationships with the five scales of the NEO PI-R, and a strong positive correlation with secondary school grade point average. This showed that the intellectual components of openness can be measured using an approach that is less prone to response bias and faking than the commonly used self-report measures. <br /><br /> Overall, this dissertation demonstrates that openness is indeed a highly relevant personality trait in postsecondary academic success—when properly operationalized as a truly dichotomous construct. It also provides initial insight into the nature of the relationships between the two openness aspects and academic achievement, and highlights some promising avenues for further research on the role of openness in postsecondary academic success.</dcterms:abstract> </rdf:Description> </rdf:RDF>