University education makes students more enjoyable, conscientious – sciencedaily

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A recent study published in Oxford Economic Papers indicates that university education has an extremely positive effect on the development of non-cognitive skills such as awareness, extroversion and pleasantness, in addition to the expected intellectual benefits. The document also shows that the impact of education on these skills is even more dramatic for students from disadvantaged socio-economic backgrounds.

University education coincides with the transition from adolescence to adulthood. The nature of this maturation process is to increase levels of pleasantness, awareness, and emotional stability, and to decrease levels of openness to experience and extraversion. University education can alter this maturation process: in theory, it could stimulate, weaken or even reverse population trends in maturing personality traits.

University education can impact the development of character skills by providing students with exposure to new peer groups and extracurricular activities, including sports, politics, and art. Since students from disadvantaged backgrounds are likely to be more affected by a change in peer groups through day-to-day interactions with peers and study-prone university groups, university education may have a greater effect. important for students from disadvantaged backgrounds.

To measure character skills, the researchers used five personality traits – openness to experience, conscientiousness, extroversion, friendliness, and neuroticism – which are widely accepted as a meaningful construct to describe differences in character skills by psychologists. Some of these character skills – extroversion or openness to new experiences – are important to employers. Other character skills, such as pleasantness, are tied to preferences such as reciprocity and altruism, which are important for personal health and well-being.

To identify the effect of college education, researchers followed the education and character skills trajectories of 575 adolescents over eight years using nationally representative longitudinal data from the Dynamics of Youth Survey. households, income and work in Australia. The data provide measures of character skills before potential college entry, and follow-up measures four and eight years later.

The results indicate that each additional year spent in university is associated with an increase in extraversion and pleasantness for young people from lower socioeconomic backgrounds.

The results show that university education has positive effects on extraversion, reversing a declining population trend in outward orientation as people age. It also accelerates an upward trend in the population in terms of agreeability for students of low socioeconomic status, increasing the agreeability scores from the lowest levels observed at baseline to the highest levels at the eight-year follow-up. . This result suggests that the causal mechanism is likely to operate through actual exposure to academic life, rather than through academic course content. Such an interpretation is reinforced by the observation that the length of exposure to academic life is positively associated with character development.

So far, no empirical evidence has existed on this. This study provides a solid empirical look at the role that university education plays in the skills development of adolescents. Australian universities help build sociability (extraversion) and the tendency to cooperate (pleasantness).

Additionally, university education is associated with higher levels of accreditation for male and female students from disadvantaged socio-economic backgrounds, who started from the lowest baseline scores in adolescence and experienced the steepest growth curve when they enter college. This implies that students from disadvantaged backgrounds catch up with their peers from more advantaged backgrounds, thereby reducing the initial levels of inequality of pleasantness.

“We can see quite clearly that the personalities of students change when they go to university,” said the newspaper’s senior researcher, “Sonja Kassenboehmer. “Universities offer a new intensive learning and social environment for teenagers, so it’s no surprise that this experience can impact students’ personalities. It’s good news that universities not only seem to teach subject-specific skills, but also seem to be successful in shaping skills valued by employers and society.

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