How Personality Traits Are Related to the Attitudes Toward Forced Remote Learning During COVID-19: Predictive Analysis Using Generalized Additive Modeling

Abstract

BackgroundDuring the COVID-19 pandemic, universities all over the world have had to reorganize their work for remote education to ensure continuity of learning. This situation has forced both teachers and students into an atypical, very specific situation, in which they need to cope with a number of psychological factors. Meanwhile, there is a research gap in academic knowledge of the social and psychological factors that determine attitudes toward forced remote learning.ObjectiveTo analyze the psychological traits of students in relation to their attitudes toward forced remote learning.MethodsThe study assessed self-regulation and communication skills, as well thinking and learning styles of 280 students in the situation of forced remote learning. We used the methods of surveying and psychological testing for data collection. The data were analyzed in R statistical software using the regression modeling methods.ResultsWe found that the number of students with positive (46%) and negative (54%) attitudes toward forced remote learning during the COVID-19 pandemic was approximately equal. Using regression analysis, we identified several statistically significant associations between the interpersonal communicative skills of students (self-regulation, shyness, alienation, manipulative and cooperative communication styles) and their thinking styles (right-hemispheric and integrated), on the one hand, and their attitude to remote learning, on the other. It was also illustrated that depending on the attitude to the forced remote learning, students differ by the percentage of assimilated learning materials while studying under the lockdown.ConclusionThe results identify that success of remote learning in many ways depends on the extent to which it accommodates psychological traits of students who are forced to acquire new knowledge without traditional classroom instruction.

German University Students’ Perspective on Remote Learning During the COVID-19 Pandemic: A Quantitative Survey Study With Implications for Future Educational Interventions

“…Previous research reported mixed results regarding the impact of gender and age on digital learning (e.g., González-Gómez et al, 2012 ; Lai and Hong, 2015 ; Ramírez-Correa et al, 2015 ; Adams et al, 2018 ). In the context of the COVID-19 pandemic, gender did not show an effect regarding the attitude to remote learning ( Dikaya et al, 2021 ). In the present study, gender and study stage (bachelor versus master program) did not play a significant role, but age did.…”

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

“…Student engagement and adaptability were also found to significantly correlate with academic emotion (Zhang et al, 2021). An analysis carried out at a university in Russia (Dikaya et al, 2021) revealed an association between students' attitudes to forced remote learning and their interpersonal communicative skills and thinking and learning styles. A survey of students' emotions during and perceptions of the shift to online teaching at a Greek university (Karalis and Raikou, 2020) found that although the majority of the students were satisfied with the new way of attending classes, upon the closure of the university over three quarters had felt negative emotions such as stress and anxiety about how the studies would be completed, fear of the possibility of non-continuation of studies, and/or sadness about the interruption; after the online classes had started, some of the initial negative emotions gave way to an increase in relief that the semester would not be lost, and joy at the continuity of the classes.…”

Motivations for social withdrawal and academic adjustment in emerging adulthood

“…For example, in online classrooms, students have increased autonomy over their participation (e.g., through a chat board). Due to reduced social pressures, shy students may feel more comfortable contributing in class online and may be more motivated to learn (Dikaya et al, 2021). For the same reasons, students high in avoidance may not be less test anxious in online learning environments.…”