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  <doc>
    <id>1921</id>
    <completedYear>2024</completedYear>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>13 Seiten</pageNumber>
    <edition/>
    <issue>95</issue>
    <volume>2025</volume>
    <type>article</type>
    <publisherName>Elsevier</publisherName>
    <publisherPlace>Amsterdam</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2024-11-12</completedDate>
    <publishedDate>2024-11-12</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort</title>
    <abstract language="eng">Background&#13;
This report comprises two studies that more closely examined the Conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and Lüdtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort.&#13;
&#13;
Aims&#13;
This research piece examines the assumed relationships between the three core variables of the CONIC model.&#13;
&#13;
Samples&#13;
The first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control condition.&#13;
&#13;
Methods&#13;
In an initial modeling study, we investigated the model assumptions in two different learning contexts and tested them using structural equation modeling (SEM). In a subsequent experimental study, we manipulated the predictor variables of academic effort to either promote conscientious or interest-based learning. The group differences were examined using multigroup SEM.&#13;
&#13;
Results&#13;
In the modeling study, interest was always and conscientiousness at least partially a positive and significant predictor of academic effort. A compensatory effect of interest and conscientiousness could not be found. In the experimental study, promoting conscientious learning resulted in interest showing up as a stronger predictor of academic effort. However, promoting interest-based learning crystallized conscientiousness as the stronger predictor of academic effort. Moreover, the compensatory effect of the two personality traits was significantly stronger in the groups where conscientiousness or interest-based learning was promoted than in the control group.&#13;
&#13;
Conclusions&#13;
Results provide support for the CONIC model and particularly highlight the compensatory effects of conscientiousness and interest at the model's heart.</abstract>
    <parentTitle language="eng">Learning and Instruction</parentTitle>
    <identifier type="doi">10.1016/j.learninstruc.2024.102050</identifier>
    <identifier type="issn">1873-3263</identifier>
    <identifier type="urn">urn:nbn:de:bvb:739-opus4-19214</identifier>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Laura Kehle</author>
    <author>Detlef Urhahne</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Conscientiousness</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Effort</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Interest</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Academic achievement</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>CONIC model</value>
    </subject>
    <collection role="ddc" number="150">Psychologie</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Sozial- und Bildungswissenschaftliche Fakultät</collection>
    <collection role="Transformationsvertrag" number="">DEAL Elsevier</collection>
    <thesisPublisher>Universität Passau</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-uni-passau/files/1921/kehle_urhahne_testing_conic_model.pdf</file>
  </doc>
</export-example>
