Vpliv dimenzij osebnosti na učno vedenje in učna stališča online študentov
DOI:
https://doi.org/10.32015/JIBM/2019-11-3-5Ključne besede:
velikih pet dimenzij osebnosti, učna stališča, učno vedenje, online učenje, online študentiPovzetek
Cilj raziskave je bil ovrednotiti vpliv velikih pet dimenzije osebnosti na učna stališča in učno vedenje online študentov. Na podlagi teoretičnih izhodišč, smo oblikovali in empirično preverili model, ki predpostavlja direktni vpliv dimenzij osebnosti na učna stališča in učno vedenje ter dvosmerno povezanost učnih stališč in učnega vedenja.
Parcialne analize predlaganih povezav v modelu so pokazale, da imajo dimenzije osebnosti močnejši direktni vpliv na učno vedenje kot na učna stališča, pri čemer je vestnost najmočnejši napovednik učnega vedenja. V primeru kontrole dimenzij osebnosti podatki kažejo na značilno zmerno povezanost učnih stališč in učnega vedenja. Dimenzije osebnosti bi torej na učna stališča lahko vplivale tudi posredno preko učnega vedenja. Rezultati strukturnega modeliranja (SEM) so pokazali nezadostno empirično podporo, kar postavlja veljavnost predpostavljenega modela pod vprašaj.
Literatura
2. Bishop-Clark, C., Dietz-Uhler, B. and Fisher, A. (2007). “The effects of personality type on web-based distance learning”, Journal of Educational Technology Systems, 35(4), pp. 491-506.
3. Bucik, V., Boben, D. and Krajnc, I. (1997). “The big five questionnaire (BFQ) nad the big five observer (BFO) as measures of the five factor model of personality: the Slovenian adaptation,” Horizons of Psychology, 4, pp. 5-34.
4. Caspi, A., Chajut, E., Saporta, K. and Beyth-Marom, R. (2006). “The influence of personality on social participation in learning environments”, Learning and Individual Differences, 16, pp. 129–144.
5. Cohen, A. and Baruth, O. (2017). “Personality, learning, and satisfaction in fully online academic courses”, Computers in Human Behavior, 72, pp. 1-12.
6. Crede, M. and Kuncel, N. R. (2008). “Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance”, Perspectives on Psychological Science, 3(6), pp. 425–453.
7. Dabbagh, N. (2007). “The Online Learner: Characteristics and Pedagogical Implications”, Contemporary Issues in Technology and Teacher Education, 7(3), pp. 217-226.
8. Entwistle, N., Tait, H. and McCune, V. (2000). “Patterns of response to an approaches to studying inventory across contrasting groups and contexts”, European Journal of Psychology of Education, 15, pp. 33-48.
9. Huang, E.Y., Lin, S.W. and Huang, T. K. (2012). “What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction”, Computers & Education, 58(1), pp. 338–348.
10. Jensen, M. (2015). “Personality Traits, Learning and Academic Achievements”, Journal of Education and Learning, 4(4), pp. 91-118.
11. Johnson, G. M. (2015). “On-Campus and Fully_online University Students: Comparing Demographics, Digital Technology Use and Learning Characteristics”, Journal of University Teaching & Learning Practice, 12(1). Available at: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1501&context=jutlp [Accessed 15. 10. 2019].
12. Keller, H. and Karau, S. J. (2013). “The importance of personality in students’ perceptions of the online learning experience”, Computers in Human Behavior, 29, pp. 2494–2500.
13. Lang, F.R., John, D., Ludtke, O., Schupp, J. and Wagner, G.G. (2011). “Short assessment of the Big Five: robust across survey methods except telephone interviewing”, Behaviour Research, 43, pp. 548-567.
14. Ortagus, J. C. (2017). “From the periphery to prominence: An examination of the changing profile of online students in American higher education”, American Journal of Business Education, 8 (2), pp. 139-160.
15. Richardson, J.T.E. (2006). “Investigating the relationship between variations in students’ perceptions of their academic environment and variations in study behaviour in distance education”, British Journal of Educational Psychology, 76, pp. 867–893.
16. Richardson, J.T.E. (2007). “Motives, attitudes and approaches to studying in distance education”, Higher Education, 54, pp. 385–416.
17. Richardson, J.T.E. and Lawless, C.J. (2002). “Approaches to studying and perceptions of academic quality in distance education”, Higher Education, 44, pp. 257-282.
18. Shih, H. F., Chen, S. H. E., Chen, S. C. and Wey, S. C. (2013). “The relationship among tertiary level EFL students' personality, online learning motivation and online learning satisfaction”, Procedia-Social and Behavioral Sciences, 103, pp. 1152-1160.
19. Satorra, A. and Bentler, P.M. (1988). “Scaling corrections for chi-square statistics in covariance structure analysis”. In ASA 1988 Proceedings of the Business and Economic Statistics Section, 308–313. Alexandria, VA: American Statistical Association.
20. Satorra, A. and Bentler, P. M. (1994). “Corrections to test statistics and standard errors in covariance structure analysis”. In A. von Eye and C.C. Clogg (Eds) Latent variables analysis: Applications for developmental research. Thousand Oaks, CA: Sage, pp. 399–419.
21. Tlili, A., Essalmi, F., Jemni, M. and Chen, N. S. (2016). “Role of personality in computer based learning”, Computers in Human Behavior, 64, pp. 805-813.
Prenosi
Objavljeno
Številka
Rubrika
Licenca
Avtorske pravice so zaščitene s Creative Commons Priznanje avtorstva-Deljenje pod enakimi pogoji 4.0 Mednarodna CC BY-SA 4.0 in jih avtorji ohranijo v okviru te licence. Za objavo svojega članka, vključno s povzetkom, prenesejo avtorji avtorske oz. licenčne pravice na revijo MIP = JIBM. To nam omogoča popolno zaščito avtorskih pravic ter razširjanje članka in revije MIP=JIBM v najširši možni krog bralcev revije v elektronski obliki. Avtorji so sami odgovorni za pridobitev dovoljenja za razmnoževanje avtorskega gradiva iz drugih virov.
