Language-Related Expressions of Personality - Author-Paper Summary

Oct 15, 2026

Research examines how language constructs and core personality traits are interrelated in pre-service teachers who are central to language education. The study first identifies language-construct items from the International Personality Item Pool covering listening, learning, speaking, reading and writing, then tests their links to Big Five traits using a sample of 124 female pre-service primary teachers aged 19–27. Results show multivariate relationships: higher conscientiousness, openness and extraversion, and lower neuroticism align with preferences for listening, learning, speaking and reading. Findings highlight personality-embedded, nuanced language-related trait expressions and suggest that educational interventions may shape such conducive structures over time, supporting language development and pluricultural competence.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Purpose and research aims

Language constructs and personality theory

Language constructs measurement

International Personality Item Pool

Language modalities: listening to writing

Links to the Big Five

Study sample and participants

Multivariate results and trait patterns

Implications

Teacher and student alignment

Educational interventions over time

DOI: [https://doi.org/10.26529/cepsj.1893](https://doi.org/10.26529/cepsj.1893) Language-Related Expressions of Personality Željko Rački*1, Željka Flegar2 and Mojca Juriševič3 • The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence. Keywords: Big Five personality traits, language constructs, multi/ plurilingual education, personality psychology, pre-service teachers 1 *Corresponding Author. Faculty of Education, University of Osijek, Osijek, Croatia; [zracki@foozos.hr](zracki@foozos.hr). 2 Academy of Arts and Culture, University of Osijek, Osijek, Croatia. 3 Faculty of Education, University of Ljubljana, Ljubljana, Slovenia. Jezikovni izrazi osebnosti Željko Rački, Željka Flegar in Mojca Juriševič • Namen raziskave je ugotoviti medsebojno povezanost jezikovnih konstruktov in temeljnih osebnostnih lastnosti pri študentih – bodočih učiteljih – kot nosilcih jezikovnega izobraževanja ter tako premostiti vrzelmed več-/raznojezičnim izobraževanjem in psihologijo osebnosti. Vprvem delu študije gre za prepoznavanje tistih trditev v okviru Mednarodnega nabora osebnostnih lastnosti, ki kažejo na jezikovne konstrukte in razkrivajo zapletene osebnostne izraze, povezane z jezikom, ter vključujejo poslušanje, učenje, govorjenje, branje in pisanje. Drugidel raziskuje povezave med prepoznanimi jezikovnimi konstrukti inosebnostnimi lastnostmi po teoriji Velikih petih na vzorcu 124 študentk – bodočih učiteljic razrednega pouka, starih od 19 do 27 let. Rezultatikažejo značilne multivariatne povezave: respondentke z visoko stopnjo vestnosti, odprtosti in ekstravertnosti ter nizko stopnjo nevroticizma izražajo preference za poslušanje, učenje, govorjenje in branje. Ugotovitvekažejo, da obstajajo z osebnostjo povezani niansirani jezikovni izrazi struktur lastnosti, ki odražajo psihološke potrebe po jezikovni kompetenci, povezanosti in avtonomiji pri (so)ustvarjanju. Raziskava poudarjapomen upoštevanja jezikovnih konstruktov ter mednarodno potrjenihosebnostnih lastnosti pri učiteljih in njihovih učencih. Predvideva, da se nekateri učitelji in učenci lahko samodejno uskladijo s strukturami jezikovnih lastnosti, ki spodbujajo kakovostno poučevanje jezikov in perspektivno več-/raznojezično znanje. Poleg tega lahko vzgojno

FAQs

What does the study try to connect in pre-service teachers?

It connects language constructs with core personality traits, focusing on how language-related expressions relate to enduring traits in future language educators.

How are language constructs and personality traits assessed?

Language constructs are identified through items from the International Personality Item Pool, and their links are tested against Big Five personality traits using a sample of 124 female pre-service primary teachers.

Which personality traits show significant relationships with language-construct preferences?

Individuals high in conscientiousness, openness and extraversion, and low in neuroticism tend to show stronger preferences for listening, learning, speaking and reading.

Oct 15, 2026

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