Abstract

The switch to online learning during the 2020 Coronavirus pandemic impacted the educational world in many ways. University students were moved from traditional in person classroom settings to an online format. This change may have been accompanied by stress, anxiety, and social isolation. Research suggests that a student’s learning environment can either generate success by contributing to motivational strategies through quality of educational support or a learning environment can generate boredom, stress, and confusion. In addition, research demonstrates that personality plays a factor in many outcomes such as education and mental health. There is a lack of research on connecting different students’ personality traits with their perception of their motivation and engagement in their online courses.

To better understand these relationships, 190 university undergraduate students (56.8% female; mean age = 19.90, SD = 3.16) completed the Big Five Inventory (BFI), the Online Distance Learning Questionnaire (ODLQ), the Learning Climate Questionnaire (LCQ), the Motivated Strategies for Learning Questionnaire (MSLQ), and a Demographics Survey. The surveys with subscales were totaled and scored separately. These scores were tested in terms of their correlations with each other using the Pearson Correlation Coefficient to test the correlations between the variables to determine if the hypotheses were supported. A significant relationship between the Learning Climate Questionnaire and the Online Distance Learning Questionnaire was found. Moderate relationships were found for the Motivated Strategies for Learning Questionnaire and the Online Distance Learning Questionnaire. A weak relationship was found between the Big Five Factor Inventory trait for neuroticism and the Online Distance Learning Questionnaire. No relationship was determined between the Big Five Factor Inventory trait for extraversion and The Online Distance Learning Questionnaire. Further research is needed to clarify if personality traits have a significant relationship between student perception of online learning.

Thesis Completion

2022

Semester

Spring

Thesis Chair

McConnell, Daniel S.

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Department

Psychology

Language

English

Access Status

Open Access

Release Date

5-1-2022

Restricted to the UCF community until 5-1-2022; it will then be open access.

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