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16 October 2026
10-11 December 2026
https://doi.org/10.1787/6e318286-en
OECD Skills Studies
WEB
Table A.2.1
Relationship between Big Five facets and years of education attained
Table A.2.2
Relationship between Big Five facets and entry and graduation in STEM-fields
Table A.2.3
Relationship between Big Five facets and participation in non-formal learning
Table A.2.4
Relationship between the Big Five domains and numeracy proficiency
Table A.2.5
Relationship between the Big Five domains and proficiency in adaptive problem solving
Table A.2.6
Relationship between Big Five facets and literacy proficiency
Table A.2.7
Relationship between Big Five facets and numeracy proficiency
Table A.2.8
Relationship between Big Five facets and proficiency in adaptive problem solving
Table A.2.9
Relationship between the Big Five domains and use of numeracy at work and in everyday life
Table A.2.10
Relationship between the Big Five domains and use of problem solving at work
Table A.3.1
Relationship between Big Five facets and the likelihood of being employed (versus unemployed or inactive)
Table A.3.2
Relationship between Big Five facets and the likelihood of being active in the labour market (versus being out of the labour force)
Table A.3.3
Relationship between Big Five facets and the likelihood of being employed (versus unemployed)
Table A.3.4
Relationship between the Big Five domains and the likelihood of being active in the labour market (versus being out of the labour force)
Table A.3.5
Relationship between the Big Five domains and the likelihood of being employed (versus unemployed)
Table A.3.6
Relationship between Big Five facets and wages
Table A.4.1
Differences in Big Five facets by gender
Table A.4.2
Differences in Big Five facets between adults with highly and lower-educated parents
Table A.4.3
Differences in the Big Five domains between adults with tertiary education and adults with upper-secondary education
