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ERIC Number: EJ1119865
Record Type: Journal
Publication Date: 2016-Oct
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0897-5264
Take It Personally: Incorporating Personality Traits as Input Covariates in College Impact Research
Mayhew, Matthew J.; Selznick, Benjamin S.; Lo, Marc A.; Vassallo, Stephen J.
Journal of College Student Development, v57 n7 p880-885 Oct 2016
The primary aim of college impact research is to isolate the extent to which outcomes associated with college attendance are influenced by higher education experiences. As part of this process, researchers draw from theory and the literature base to identify variables that have been shown to influence both the higher education experience and the outcome of interest. One theoretical construct mostly absent from analytic models intended to examine the effect of any given x on any given y is personality, which is surprising given the range of its influence on college impact conversations (e.g., Pike, 2006a, 2006b; Tinto, 1993). The purpose of this brief is to highlight the use of personality traits for their explanatory power in a series of studies designed to examine the relationship between a specific set of higher educational experiences and a particular student outcome, intention to innovate in an entrepreneurial capacity. To begin, the authors review theories of personality and provide a brief overview of the higher education literature that addresses the role personality plays in understanding college and its impact on students. They then discuss the benefit of using personality traits as inputs in related research efforts and consider implications for future college impact scholarship, especially in cross-cultural contexts.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; United States