Kaspar Kai, Burtniak Kateryna, Rüth Marco
Department of Psychology, University of Cologne, Cologne, Germany.
Curr Psychol. 2023 Mar 20:1-20. doi: 10.1007/s12144-023-04403-9.
University students faced unexpected challenges in online learning during the Covid-19 pandemic. Findings from early phases of the Covid-19 pandemic and before show that online learning experiences may vary from student to student and depend on several personal characteristics. However, the relative importance of different students' personal characteristics for their online learning experiences at later phases of the Covid-19 pandemic is still unclear. This cross-sectional, correlational study investigates how personal characteristics of university students are related to five dimensions of online learning perception and to their engagement and performance in online courses. In an online survey, 413 students from German universities provided full information on their online learning experiences and personal characteristics in terms of demographic information, Big Five personality traits, self-regulation skills, three facets of self-efficacy, and two types of state anxiety. Results of multiple regression analyses show that students' age was significantly positively related to all online learning perceptions and engagement in online courses. Our findings also confirm that self-regulation skills and academic and digital media self-efficacy are important factors in various online learning experiences. In contrast, students' personality traits and state anxiety were less important for most online learning experiences. Noteworthy, several bivariate associations between personal characteristics and online learning experiences are not reflected in the multiple regression model. This underscores the need to consider relevant variables simultaneously to evaluate their relative importance and to identify key personal characteristics. Overall, our results show valuable starting points for theory development and educational interventions.
在新冠疫情期间，大学生在在线学习上面临着意想不到的挑战。新冠疫情早期及之前的研究结果表明，在线学习体验可能因人而异，并取决于几个个人特征。然而，在新冠疫情后期，不同学生的个人特征对其在线学习体验的相对重要性仍不明确。这项横断面相关性研究调查了大学生的个人特征如何与在线学习感知的五个维度以及他们在在线课程中的参与度和表现相关。在一项在线调查中，来自德国大学的413名学生提供了关于他们在线学习体验和个人特征的完整信息，包括人口统计学信息、大五人格特质、自我调节技能、自我效能感的三个方面以及两种状态焦虑类型。多元回归分析结果表明，学生的年龄与所有在线学习感知和在线课程参与度均呈显著正相关。我们的研究结果还证实，自我调节技能以及学术和数字媒体自我效能感是各种在线学习体验中的重要因素。相比之下，学生的人格特质和状态焦虑对大多数在线学习体验的影响较小。值得注意的是，个人特征与在线学习体验之间的几个双变量关联并未在多元回归模型中体现出来。这突出了同时考虑相关变量以评估其相对重要性并确定关键个人特征的必要性。总体而言,我们的结果为理论发展和教育干预提供了有价值的起点。
