Keyword: personality traits

ABSTRACT: This study examines whether Big Five personality traits are associated with Korean adults' participation in non-formal adult education and their self-directed behavior at work. Personality has long been linked to learning and performance outcomes, yet its role in adult learning participation has rarely been examined with nationally representative, internationally comparable data, and almost never in the Korean context. Using the Korean public-use file from the second cycle of the OECD Survey of Adult Skills (OECD, 2024; N = 6,198), which for the first time included a short-form Big Five measure (BFI-2-XS), this study estimated weighted logistic and linear regression models with Fay's balanced-repeated-replication variance estimation. Openness to experience and emotional stability were positively associated with participation in non-formal education in the preceding twelve months (N = 5,766), net of education, employment status, parental education, age, and gender. Conscientiousness showed a positive association that approached but did not reach conventional statistical significance (p = .053). Among currently employed respondents (N = 4,268), conscientiousness, openness, and extraversion were each positively and significantly associated with self-directed work behavior, defined as the frequency of planning one's own activities and organizing one's own time. These findings extend dispositional theories of adult learning to the Korean context and suggest that human resource development interventions may benefit from attending to individual differences in personality alongside the structural and institutional barriers that have dominated prior explanations of Korea's comparatively low adult learning participation.

ABSTRACT: In this study, the relationships between Personality Trait (PT), Emotional Intelligence (EI), and Intrapreneurial Self-Capital (ISC) are examined. A modified version of the Intrapreneurial Self Capital and Trait Emotional Intelligence Questionnaire was administered to 200 first-year and 200 third-year undergraduate students. Hierarchical regression analysis was used to explore relationships. The study found that a significant change in one’s ISC occurs with a unit increase in EI and PT. Also, in reference to respondents aged less than 18, none of the age groups exhibited a positive EI. It was also established that females exhibited a positive EI as compared to their male counterparts, whereas level 300 students also exhibited a positive EI ahead of their juniors in level 100. This study recommends that students should take an interest in non-cognitive workshops and seminars to improve their EI to increase their capabilities to cope with their future careers and work life. It is also recommended that students understand their personality traits to interact well with their colleagues at the workplace after graduation. Lastly, this study recommends that the content of courses taught in our universities should be tailored to enhance EI since the current situation is not too good.