心理学
人格
教育技术
五大性格特征
学生参与度
体验式学习
构造(python库)
在线学习
社会心理学
应用心理学
数学教育
计算机科学
多媒体
程序设计语言
作者
Huanyou Chai,Tianhui Hu,Gengfeng Niu
标识
DOI:10.1007/s10639-022-11319-7
摘要
Research on online learning effectiveness has experienced a shift towards focusing on learner characteristics or differences. However, little attention has been paid to learners' personality traits, especially those that highly match with the environmental characteristics of online learning. Guided by recent active learning approach and Model of student differences for learning in online education, this study adopts proactive personality (a dispositional tendency to be active, goal-oriented, and not constrained by environmental forces) as a key predictor and examines whether its relationship with online learning performance is mediated by learning engagement as a multidimensional construct. Using a multi-method approach (including self-reports, log file analysis, and content analysis), this study collected both subjective and objective measures of learning engagement from a total of n = 322 undergraduates. Results showed that proactive personality was positively associated with online learning performance. In addition, this association was mediated by all subjective and certain objective measures of learning engagement. Findings contribute to understanding the impact of proactive personality on online learning performance and the interplay of learners' individual factors and learning engagement factors in online learning environments. This study recommends promoting learning engagement to realize learners' online success, especially for those with low levels of proactive personality.
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