The notion of lifelong learning is gaining importance, not only in the labor market but also in other areas of modern societies.
Previous research finds variation in occupation-related training participation by worker and workplace characteristics, gender, and education. However, evidence on the individual's socio-emotional skills creating favorable conditions for overall further training is scarce.
To close this research gap, we analyze the role of personality for further training participation. First, we compare how the Big Five Personality Dimensions relate to different training types by differentiating between non-formal and informal training measures.
Second, we investigate how personality traits affect further training chosen for occupational and private reasons separately. Drawing on a sample of 10, individuals from the Adult Stage of the German National Educational Panel Study NEPS , we find that throughout our estimations, openness to experience positively relates to further training participation and is the most important determinant among the Big Five Personality Dimensions.
However, the relationship between personality traits and training participation varies according to the training type and the reason for participating in further training. Moreover, we find gender-specific differences in the association between personality traits and lifelong learning.
