The effect of the International Baccalaureate Diploma Programme on the International Baccalaureate learner profile attributes of Turkish high school students

Abstract

The International Baccalaureate (IB) programme follows a model that connects child development to cognition and metacognition (Bullock, 2011). The IB Learner Profile (IBLP) attributes are the way IB ensures that both aspects of education are a part of IB education. This study investigates to what extent the IB Diploma Programme (IB DP) impacts student acquisition of IBLP attributes and its interaction with the personality traits of conscientiousness and openness. Participants (N = 180) were chosen from the same school and were grouped as either IB DP or non-IB students. Inherent personality traits conscientiousness and openness to experience from the Big Five Inventory (BFI) were used as covariates. Furthermore, the IB DP is analysed to investigate if IB DP can substitute low personality traits. Findings support the following: (1) the IB DP students score higher for knowledgeable, inquirer, and open-minded IBLP attributes, (2) When inherent personality traits are controlled, the IB DP students score higher for the inquirer and open-minded IBLP attributes.