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Understanding school subject preferences : the role of trait interests, cognitive abilities and perceived engaging teaching

Lavrijsen Jeroen, Terence J. G. Tracey, Pieter Verachtert, Tine De Vroede, Bart Soenens (UGent) and Karine Verschueren
(2021) PERSONALITY AND INDIVIDUAL DIFFERENCES. 174.
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Abstract
Why do students prefer one subject (e.g., mathematics) over another (e.g., languages)? This study examined how both students' individual dispositions and environmental factors predicted school subject liking in a large sample of 3409 Flemish middle-school students. First, subject preferences were found to depend on stable individual dispositions (i.e., trait interests and cognitive abilities). In particular, trait interests (RIASEC) predicted which school subject students liked best in general accordance with vocational interest theory. In addition, cognitive abilities were differentially related to subject liking, with fluid intelligence relating to a preference for mathematics and crystallized intelligence to a preference for humanities (i.e., history). Beyond trait interests and cognitive abilities, however, subject liking also depended on environmental characteristics. In particular, student perceptions of engaging teaching uniquely predicted how students liked their teachers' subjects, suggesting that teachers can promote subject liking beyond individual dispositions.
Keywords
Subject preferences, Cognitive ability, Interest, RIASEC, Teacher behavior

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MLA
Jeroen, Lavrijsen, et al. “Understanding School Subject Preferences : The Role of Trait Interests, Cognitive Abilities and Perceived Engaging Teaching.” PERSONALITY AND INDIVIDUAL DIFFERENCES, vol. 174, 2021, doi:10.1016/j.paid.2021.110685.
APA
Jeroen, L., Tracey, T. J. G., Verachtert, P., De Vroede, T., Soenens, B., & Verschueren, K. (2021). Understanding school subject preferences : the role of trait interests, cognitive abilities and perceived engaging teaching. PERSONALITY AND INDIVIDUAL DIFFERENCES, 174. https://doi.org/10.1016/j.paid.2021.110685
Chicago author-date
Jeroen, Lavrijsen, Terence J. G. Tracey, Pieter Verachtert, Tine De Vroede, Bart Soenens, and Karine Verschueren. 2021. “Understanding School Subject Preferences : The Role of Trait Interests, Cognitive Abilities and Perceived Engaging Teaching.” PERSONALITY AND INDIVIDUAL DIFFERENCES 174. https://doi.org/10.1016/j.paid.2021.110685.
Chicago author-date (all authors)
Jeroen, Lavrijsen, Terence J. G. Tracey, Pieter Verachtert, Tine De Vroede, Bart Soenens, and Karine Verschueren. 2021. “Understanding School Subject Preferences : The Role of Trait Interests, Cognitive Abilities and Perceived Engaging Teaching.” PERSONALITY AND INDIVIDUAL DIFFERENCES 174. doi:10.1016/j.paid.2021.110685.
Vancouver
1.
Jeroen L, Tracey TJG, Verachtert P, De Vroede T, Soenens B, Verschueren K. Understanding school subject preferences : the role of trait interests, cognitive abilities and perceived engaging teaching. PERSONALITY AND INDIVIDUAL DIFFERENCES. 2021;174.
IEEE
[1]
L. Jeroen, T. J. G. Tracey, P. Verachtert, T. De Vroede, B. Soenens, and K. Verschueren, “Understanding school subject preferences : the role of trait interests, cognitive abilities and perceived engaging teaching,” PERSONALITY AND INDIVIDUAL DIFFERENCES, vol. 174, 2021.
@article{8695689,
  abstract     = {{Why do students prefer one subject (e.g., mathematics) over another (e.g., languages)? This study examined how both students' individual dispositions and environmental factors predicted school subject liking in a large sample of 3409 Flemish middle-school students. First, subject preferences were found to depend on stable individual dispositions (i.e., trait interests and cognitive abilities). In particular, trait interests (RIASEC) predicted which school subject students liked best in general accordance with vocational interest theory. In addition, cognitive abilities were differentially related to subject liking, with fluid intelligence relating to a preference for mathematics and crystallized intelligence to a preference for humanities (i.e., history). Beyond trait interests and cognitive abilities, however, subject liking also depended on environmental characteristics. In particular, student perceptions of engaging teaching uniquely predicted how students liked their teachers' subjects, suggesting that teachers can promote subject liking beyond individual dispositions.}},
  articleno    = {{110685}},
  author       = {{Jeroen, Lavrijsen and Tracey, Terence J. G. and Verachtert, Pieter and De Vroede, Tine and Soenens, Bart and Verschueren, Karine}},
  issn         = {{0191-8869}},
  journal      = {{PERSONALITY AND INDIVIDUAL DIFFERENCES}},
  keywords     = {{Subject preferences,Cognitive ability,Interest,RIASEC,Teacher behavior}},
  language     = {{eng}},
  pages        = {{7}},
  title        = {{Understanding school subject preferences : the role of trait interests, cognitive abilities and perceived engaging teaching}},
  url          = {{http://doi.org/10.1016/j.paid.2021.110685}},
  volume       = {{174}},
  year         = {{2021}},
}
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