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An In-depth Review of Conscientiousness and Educational Issues

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Abstract

Why does conscientiousness matter for education? How is conscientiousness conceptualized in the field of research on education? How do socio-emotional (SE) skills relate to conscientiousness? In an effort to help answer these questions, we review the current research on conscientiousness in education. Specifically, we examine (1) how conscientiousness is defined, (2) the assessment of conscientiousness, (3) the relation between conscientiousness and educational outcomes, (4) whether too much conscientiousness may be a bad thing, (5) the relation between conscientiousness and conceptually related educational constructs, (6) the changeability of conscientiousness and the importance of that fact to education, and (7) the challenges of assessing conscientiousness across cultures.

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Author notes

  1. Julia Spielmann and Hee Jun Roy Yoon contributed equally to this work.

Authors and Affiliations

  1. University of Illinois, Urbana-Champaign, 603 E. Daniel Street, Champaign, IL, 61820, USA

    Julia Spielmann, Hee Jun Roy Yoon, Yueyang Chen, Nathaniel S. Eckland, Anqing Zheng & Brent W. Roberts

  2. American University of Beirut, Beirut, Lebanon

    Mona Ayoub

  3. University of Tübingen, Tubingen, Germany

    Ulrich Trautwein

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  1. Julia Spielmann
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  2. Hee Jun Roy Yoon
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  3. Mona Ayoub
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  4. Yueyang Chen
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Spielmann, J., Yoon, H.J.R., Ayoub, M. et al. An In-depth Review of Conscientiousness and Educational Issues. Educ Psychol Rev 34, 2745–2781 (2022). https://doi.org/10.1007/s10648-022-09693-2

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