Does perceived cohesion mediate the student personality–engagement relationship in the university setting?

Bosselut, Grégoire; Castro, Óscar; Chevalier, Séverine; Fouquereau, Evelyne

doi:10.1037/edu0000442

Cited by 14 publications

(5 citation statements)

References 62 publications

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“…First, the closely related personality traits of neuroticism (from the five-factor model) and emotionality [54] have been linked with greater fear of crime in online samples [55], samples of students and neighborhood residents [56], and samples of long-time neighborhood residents [57]. Second, both extraversion and agreeableness have been linked to perceptions of social cohesion among students [58], on team tasks [59], and in families [60].…”

Section: The Indirect Roles Of Personalitymentioning

confidence: 99%

The role of personality in neighborhood satisfaction

Neal

Brutzman²

2023

PLoS ONE

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Urbanists have long been interested in understanding what makes people satisfied with their neighborhoods. However, relatively little is known about how residents’ personality traits may affect their neighborhood satisfaction. In this paper, we explore the direct and indirect associations of personality traits with neighborhood satisfaction in a representative sample of adults in Michigan (USA). We find that each of the personality traits in the five factor model are associated with neighborhood satisfaction in the same way that they are known to be associated with subjective well-being. However, we fail to observe evidence that personality traits moderate the association between perceptions of neighborhoods and neighborhood satisfaction, or that personality’s association with neighborhood satisfaction is mediated by neighborhood perceptions. We conclude that there is potential for drawing on theoretical and empirical developments in positive psychology for understanding neighborhood satisfaction, but observe that the underlying mechanisms for the association between personality and neighborhood satisfaction remain unknown.

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Section: The Indirect Roles Of Personalitymentioning

confidence: 99%

The role of personality in neighborhood satisfaction

Neal

Brutzman²

2023

PLoS ONE

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“…We expected, therefore, that higher levels of agreeableness are positively related to host-cultural engagement with natives and the performance of host-oriented behavior in general. Those students who are high on the conscientiousness factor are good planners and organizers and have excellent self-control and a strong commitment to their objectives and goals, showing higher school engagement (Bosselut et al, 2020; Heaven et al, 2007). Conscientiousness also has a role in behavioral control (Conner & Abraham, 2016).…”

Section: The Role Of Personality In the Process Of Acculturation And ...mentioning

confidence: 99%

Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between- and within-person dynamics

2022

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International educational mobility is a life event that confronts sojourners with many challenges, such as adapting to a new living environment abroad. Whether these cultural adaptation processes are successful is contingent upon different factors. In the present study, we focused on the role of personality as well as host- and home-cultural behavioral engagement in the psychological adaptation of high school students during an academic year abroad. To that end, we analyzed data from the first four waves of the project Mobility and Acculturation Experiences of Students (MAPS) ( N = 1299 students in a year abroad) using a cross-lagged panel model (CLPM) and a random intercept cross-lagged panel model (RI-CLPM) to address these associations at the interpersonal and intrapersonal level. The analyses revealed the complex interplay between personality, host- and home-cultural behavioral engagement, and adaptation at both the interpersonal and intrapersonal levels of analysis. Moreover, host-cultural behavioral engagement also mediated the predictive effects of personality traits on the psychological adaptation of sojourners in the CLPM. Theoretical implications for personality and acculturation research and practical inferences for supporting students studying abroad are discussed.

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“…Wildermuth et al (2013) found that several psychological-individual factors (e.g., meaningfulness) mediate the association between personality traits and engagement. Bosselut et al (2020) further suggested that individual factors would be a good candidate to examine this theoretical relationship after examining the mediating role of perception of team cohesion in the relationship between personality and engagement by using the context-input-process-outcome (CIPO) model. Our study, therefore, explores the mediating role of negotiable fate (a psychological factor) in the relationship between grit (personality trait) and engagement (academic outcome).…”

Section: Introductionmentioning

confidence: 99%

Why are students with a higher level of grit more engaging in learning? The mediation effect of negotiable fate on the grit-student engagement relationship in higher education during COVID-19

Yau

Shu

2023

Journal of Pacific Rim Psychology

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The COVID-19 pandemic has altered learning and teaching approaches in higher education. Research concerning COVID-19 revealed inconsistent results on student engagement, which is a robust predictor of academic performance in higher education. This exploratory study examines the relationship between grit and student engagement in the pandemic through the mediating role of negotiable fate. Although previous research demonstrated that grit could positively predict student engagement, there have been inconsistent findings between the two sub-factors of grit: consistency of interest (grit-CI) and perseverance of effort (grit-PE). Besides, there is a lack of theoretical explanation of the mechanism between grit and engagement. The adaptation of negotiable fate seeks to provide one of the pathways of how grit would be associated with student engagement. To examine these hypotheses, the present study recruited 339 undergraduate students from two universities in Hong Kong to participate in an online survey. The results showed that grit, grit-PE, and negotiable fate positively correlate with student engagement, but the path of grit-CI did not reveal any significant results. After accounting for the mediating effect of negotiable fate, grit-PE still positively correlates with student engagement, suggesting a partial mediation model. This study provides empirical evidence that grit positively predicts student engagement with the mediation of negotiable fate. However, only grit-PE was positively associated with other variables, while grit-CI did not reveal any significant predictions. The present study (1) extends the understanding of the mechanism between grit and student engagement and (2) explores the mediating role of negotiable fate in this relationship in the higher education context. Theoretical and practical implications of this mediation model among grit, negotiable fate, and student engagement were discussed.

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Does perceived cohesion mediate the student personality–engagement relationship in the university setting?

Cited by 14 publications

References 62 publications

The role of personality in neighborhood satisfaction

The role of personality in neighborhood satisfaction

Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between- and within-person dynamics

Why are students with a higher level of grit more engaging in learning? The mediation effect of negotiable fate on the grit-student engagement relationship in higher education during COVID-19

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