The Unanticipated Virtual Year: How the Big 5 Personality Traits of Openness to Experience and Conscientiousness Impacted Engagement in Online Classes during the COVID-19 Crisis

Q2 Social Sciences Journal of College Reading and Learning Pub Date : 2023-09-07 DOI:10.1080/10790195.2023.2250402

Élodie C. Audet, S. Levine, Pascale Dubois, Sophie Koestner, Richard Koestner

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引用次数: 1

Abstract

ABSTRACT The COVID-19 crisis dramatically impacted how academic classes were taught. The present two studies used two-wave prospective longitudinal designs (following two separate cohorts of university students) to examine the predictive role of the Big 5 personality traits of openness to experience and conscientiousness on students’ engagement in online classes. Students were asked to report on their levels of motivation and self-efficacy for engagement in online classes. Results suggest that during the Fall 2020 semester the trait of openness to experience may have allowed students to be more engaged in online classes. However, openness to experience was no longer associated with greater engagement during the Winter 2021 semester. Instead, during this second online semester, conscientiousness emerged as the best predictor of heightened engagement in online classes. Interestingly, results suggest that openness to experience and conscientiousness may have different pathways: the benefit of openness to experience was mediated by intrinsic motivation whereas that of conscientiousness by self-efficacy.

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意想不到的虚拟年：新冠肺炎危机期间，五大性格特征对体验的开放性和认真性如何影响在线课程的参与

摘要新冠肺炎危机极大地影响了学术课程的教学方式。目前的两项研究使用了两波前瞻性纵向设计（遵循两组独立的大学生）来检验五大人格特征（对经验的开放性和尽责性）对学生参与在线课堂的预测作用。学生们被要求报告他们参与在线课程的动机和自我效能水平。结果表明，在2020年秋季学期，开放体验的特点可能让学生更多地参与在线课程。然而，在2021年冬季学期，对经验的开放性不再与更大的参与度联系在一起。相反，在第二个在线学期，认真是提高在线课堂参与度的最佳预测因素。有趣的是，研究结果表明，对体验的开放性和尽责性可能有不同的途径：对经验的开放性的益处由内在动机介导，而尽责性的益处则由自我效能介导。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

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1.60

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0.00%

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期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.