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2019-05-21Zeitschriftenartikel DOI: 10.18452/20142
How Openness Enriches the Environment: Read More
dc.contributor.authorTrapp, Stefanie
dc.contributor.authorZiegler, Matthias
dc.date.accessioned2019-07-08T11:50:16Z
dc.date.available2019-07-08T11:50:16Z
dc.date.issued2019-05-21none
dc.identifier.issn1664-1078
dc.identifier.other10.3389/fpsyg.2019.01123
dc.identifier.urihttp://edoc.hu-berlin.de/18452/20893
dc.description.abstractThe recently proposed OFCI model and specifically the Environmental Enrichment Hypothesis state that Openness positively influences the development of cognitive abilities (Ziegler et al., 2012). It is assumed that Openness leads to engagement in more learning activities through creating an enriched environment (e.g., reading). However, despite positive evaluations of the OFCI model in general, there is little empirical research on this specific hypothesis. The current paper used a longitudinal design to test the positive impact of Openness on the frequency of reading activities in general and in the specific case of periods of unemployment. PIAAC (Programme for the International Assessment of Adult Competencies) data were used to fit structural equation models. The results show that Openness fosters greater engagement in reading activities over 3 years; a buffering function in case of unemployment could not be found. Theoretical and practical implications are discussed.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectOFCI modeleng
dc.subjectEnvironmental Enrichment Hypothesiseng
dc.subjectreadingeng
dc.subjectPIAAC Germanyeng
dc.subjectPIAAC-Leng
dc.subject.ddc100 Philosophie, Parapsychologie und Okkultismus, Psychologienone
dc.titleHow Openness Enriches the Environment: Read Morenone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/20893-7
dc.identifier.doihttp://dx.doi.org/10.18452/20142
dc.type.versionpublishedVersionnone
local.edoc.container-titleFrontiers in psychologynone
local.edoc.pages12none
local.edoc.anmerkungThis article was supported by the German Research Foundation (DFG) and the Open Access Publication Fund of Humboldt-Universität zu Berlin.none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionLebenswissenschaftliche Fakultätnone
local.edoc.container-publisher-nameFrontiers Research Foundationnone
local.edoc.container-publisher-placeLausannenone
local.edoc.container-volume10none
dc.description.versionPeer Reviewednone
local.edoc.container-articlenumber1123

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