Tokiwa Eisuke
SUNBLAZE Inc., Tokyo, Japan.
Front Psychol. 2025 May 5;16:1420996. doi: 10.3389/fpsyg.2025.1420996. eCollection 2025.
This study aims to elucidate the impact of Big Five personality traits on learning behaviors and outcomes in online education. Given the increasing reliance on digital learning platforms, understanding individual differences in learning performance is crucial, particularly in the Japanese context.
Data were collected from 103 third-year high school students in Tokyo, utilizing the online learning platform "Study Sapuri" and a personality traits questionnaire (BFI-2-J). Learning behaviors were assessed through system logs, while personality traits were measured using a validated psychological scale. Spearman correlation analysis was employed to examine the relationships between these variables. The correlation calculations were based on Equations 1-3, which provide the framework for assessing relationships between variables.
The analysis revealed that conscientiousness had the strongest positive influence on learning outcomes, with students scoring high in conscientiousness achieving superior results, particularly in STEM subjects. Additionally, agreeableness was positively associated with learning behaviors, such as the number of video content views on the platform. In contrast, extraversion showed varying effects depending on its facets: assertiveness positively influenced learning outcomes, while sociability was associated with a more passive approach. Moreover, students with high levels of neuroticism tended to adopt a cautious attitude toward learning, which was linked to longer study durations and potentially higher learning quality.
These findings highlight the role of personality traits in shaping online learning engagement and effectiveness. The study also suggests that Japan's cultural context may influence the relationship between personality traits and academic performance, leading to outcomes for extraversion and neuroticism that differ from those observed in other countries. The implications of these results for personalized learning strategies and digital education design are discussed.
本研究旨在阐明大五人格特质对在线教育中学习行为和学习成果的影响。鉴于对数字学习平台的依赖日益增加，了解学习表现中的个体差异至关重要，尤其是在日本的背景下。
从东京的103名高三学生中收集数据，使用在线学习平台“Study Sapuri”和一份人格特质问卷（BFI-2-J）。通过系统日志评估学习行为，同时使用经过验证的心理量表测量人格特质。采用斯皮尔曼相关性分析来检验这些变量之间的关系。相关性计算基于方程1-3，这些方程为评估变量之间的关系提供了框架。
分析表明，尽责性对学习成果的积极影响最强，尽责性得分高的学生取得了更好的成绩，尤其是在STEM学科方面。此外，宜人性与学习行为呈正相关，例如平台上视频内容的观看次数。相比之下，外向性根据其不同方面表现出不同的影响： assertiveness（果敢性）对学习成果有积极影响，而社交性则与更被动的学习方式相关。此外，神经质水平高的学生往往对学习采取谨慎态度，这与更长的学习时间和可能更高的学习质量有关。
这些发现突出了人格特质在塑造在线学习参与度和有效性方面的作用。该研究还表明，日本的文化背景可能会影响人格特质与学业成绩之间的关系，导致外向性和神经质的结果与其他国家观察到的不同。讨论了这些结果对个性化学习策略和数字教育设计的影响。
