European Conference on Personality (ECP) edition:17 location:Lausanne, Switzerland date:15-19 July 2014
This study investigates person (Big Five adolescent personality) by environment (socialization behaviors of teachers) interactions in the prediction of classroom engagement (the quality of students’ participation in learning activities in the classroom).
Data originate from the first wave of the longitudinal STRATEGIES Study. The sample consists of 1,111 adolescents (51% boys), in the first 3 years of secondary school (mean age = 13.79 years; SD = .94). Students completed questionnaires on (a) personality based on Goldberg’s hundred adjectives (QBF, Gerris et al., 1998), (b) teachers’ supportive and psychologically controlling/hostile behavior with adapted versions of the LAPPS (Delhaye et al., 2012), PBS (Van Leeuwen et al., 2004) and PCS-YSR (Barber, 1996), and (c) behavioral and emotional engagement, behavioral and emotional disaffection (Skinner et al., 2009).
Hierarchical multiple regression analyses (step 1: control variables; step 2: independent effects of personality and teacher’s practice; step 3: interaction effect of personality by teacher’s behavior) showed several significant interaction effects (e.g. agreeableness x positive teacher behavior predicting behavioral disaffection), but also independent effects of personality and teacher behaviors on engagement and disaffection.