Language-related expressions of personality.

Autor/inn/en	Racki, zeljko; Flegar, zeljka; Jurisevic, Mojca
Titel	Language-related expressions of personality. Paralleltitel: Jezikovni izrazi osebnosti.
Quelle	In: CEPS journal, 14 (2024) 3, S. 143-169Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35079 10.26529/cepsj.1893
URN	urn:nbn:de:0111-pedocs-350791
Schlagwörter	Ausdruck; Kreativität; Persönlichkeit; Persönlichkeitsentwicklung; Persönlichkeitsmerkmal; Persönlichkeitspsychologie; Psychologie; Lehramtsstudent; Sprache; Sprachenlernen; Mehrsprachigkeit; Empirische Untersuchung; Kroatien
Abstract	The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3