Engagement with school is a key predictor of students’ academic outcomes, yet little is known about its association with personality. No research has considered this association using Cloninger’s biopsychosocial model of personality. This model may be particularly informative because it posits the structure of human personality corresponds to three systems of human learning and memory that regulate associative conditioning, intentionality, and self‐awareness, all of which are relevant for understanding engagement.

中文翻译：

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学生对学校和个性的参与：一种生物心理社会和以人为本的方法

与学校的互动是学生学业成绩的关键预测因素，但对其与个性的关系知之甚少。没有研究使用克隆格的人格生物心理社会模型考虑过这种关联。这个模型可能特别有用，因为它假设人类人格的结构对应于人类学习和记忆的三个系统，这些系统调节联想调节、意向性和自我意识，所有这些都与理解参与相关。