Can personality traits predict students’ satisfaction with blended learning during the COVID-19 pandemic?

Downloads

• Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97. https://doi.org/10.1207/S15389286AJDE1602_3 • Arambewela, R., & Hall, J. (2009). An empirical model of international student satisfaction. Asia Pacific Journal of Marketing and Logistics, 21(4), 555-569. doi:10.1108/13555850910997599 • Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass. • Audet, É. C., Levine, S. L., Metin, E., Koestner, S., & Barcan, S. (2021). Zooming their way through university: Which Big 5 traits facilitated students' adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180. https://doi.org/10.1016/j.paid.2021.110969 • Bernard, M. B., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26(1) 87-122. https://doi.org/10.1007/s12528-013-9077-3 • Cazan, A. M., & Schiopca, B. A. (2014). Self-directed learning, personality traits and academic achievement. Procedia-Social and Behavioral Sciences, 127, 640-644. https://doi.org/10.1016/j.sbspro.2014.03.327 • Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of research in personality, 37(4), 319-338. https://doi.org/10.1016/S0092-6566(02)00578-0 • Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and individual differences, 44(7), 1596-1603. https://doi.org/10.1016/j.paid.2008.01.003 • Chiero, R., Beare, P., Marshall, J., & Torgerson, C. (2015). Evaluating the effectiveness of e learning in teacher preparation. Educational Media International, 52(3), 188-200. https://doi.org/10.1080/09523987.2015.1075101 • Cohen, A., & Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1-12. https://doi.org/10.1016/j.chb.2017.02.030 • Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653-665. https://doi.org/10.1016/0191-8869(92)90236- I • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6. https://doi.org/10.1007/s11125-020-09464-3Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual review of psychology, 41(1), 417-440. https://doi.org/10.1146/annurev.ps.41.020190.002221 • Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. https://doi.org/10.3758/BRM.41.4.1149 • Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. https://doi.org/10.3758/BF03193146 • Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate students' perceptions of online learning. Research in Higher Education Journal, 27(1), 1-13. • Fowler, P. R., & Boylan, H. R. (2010). Increasing student success and retention: A multidimensional approach. Journal of Developmental Education, 34(2), 1-10. • Garc ́ıa-Aracil, A. (2009). "European graduates' level of satisfaction with higher education", Higher Education, 57(1). https://doi.org/10.1007/s10734-008-9121-9 • Glass, R., Prichard, J., Lafortune, A., & Schwab, N. (2013). The influence of personality and Facebook use on student academic performance. Issues in Information Systems, 14(2). • Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. Personality psychology in Europe, 7(1), 7-28. • Gow, A. J., Whiteman, M. C., Pattie, A., & Deary, I. J. (2005). Goldberg's 'IPIP'Big-Five factor markers: Internal consistency and concurrent validation in Scotland. Personality and Individual Differences, 39(2), 317-329. https://doi.org/10.1016/j.paid.2005.01.011 • Green, H. J., Hood, M., & Neumann, D. L. (2015). Predictors of student satisfaction with university psychology courses: A review. Psychology Learning & Teaching, 14(2), 131-146. https://doi.org/10.1177/1475725715590959 • Gunn, A. (2018). Metrics and methodologies for measuring teaching quality in higher education: developing the Teaching Excellence Framework (TEF). Educational Review, 70(2), 129-148. https://doi.org/10.1080/00131911.2017.1410106 • Hazelkorn, E. (2015). Rankings and the reshaping of higher education: The battle for world class excellence. Springer. https://doi.org/10.1057/9781137446671 • Heaven, P. C. L., Ciarrochi, J., & Vialle, W. (2007). Conscientiousness and eysenckian psychoticism as predictors of school grades: A one-year longitudinal study. Personality and Individual Differences, 42(3), 535-546. https://doi.org/10.1016/j.paid.2006.07.028 • Jensen, M. (2015). Personality Traits, Learning and Academic Achievements. Journal of Education and Learning, 4(4), 91-118 https://doi.org/10.5539/jel.v4n4p91Jung, C. G. (1923). Psychological types or the psychology of individuation (HG Baynes, Trans.). London: Kegan Paul, Trench, Trubner & Co. Ltd. https://doi.org/10.5539/jel.v4n4p91 • Kim, M. R., & Han, S. J. (2014). Relationships between the Myers-Briggs Type Indicator personality profiling, academic performance and student satisfaction in nursing students. International Journal of Bio-Science and Bio-Technology, 6(6), 1-12. https://doi.org/10.14257/ijbsbt.2014.6.3.01 • King, S. P., & Mason, B. A. (2020). Myers‐Briggs type indicator. The Wiley Encyclopedia of Personality and Individual Differences: Measurement and Assessment, 315-319. https://doi.org/10.1002/9781119547167.ch123 • Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and individual differences, 42(3), 441-451. https://doi.org/10.1016/j.paid.2006.08.001 • Lapitan, J. L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016/j.ece.2021.01.012 • Levin, K. A. (2006). Study design III: Cross-sectional studies. Evidence-based dentistry, 7(1) 24-25. https://doi.org/10.1038/sj.ebd.6400375 • Mantzios, M., Egan, H., Cook, A., Jutley-Neilson, J., & O'Hara, M. (2020). Wellbeing and the NSS: the potential of mindfulness and self-compassion for an enhanced student experience. Journal of Further and Higher Education, 44(3), 300-310. https://doi.org/10.1080/0309877X.2018.1541970 Mavondo, F. T., Tsarenko, Y., & Gabbott, M. (2004). International and local student satisfaction: Resources and capabilities perspective. Journal of marketing for higher education, 14(1), 41-60. https://doi.org/10.1300/J050v14n01_03 • McCrae, R. R., & Costa, Jr., P. T. (1997). Personality trait structure as a human universal. American psychologist, 52(5), 509. https://doi.org/10.1037/0003-066X.52.5.509 • Moses, L., Hall, C., Wuensch, K., De Urquidi, K., Kauffmann, P., Swart, W., ... & Dixon, G. (2011). Are math readiness and personality predictive of first-year retention in engineering?. The Journal of psychology, 145(3), 229-245. https://doi.org/10.1080/00223980.2011.557749 • Mozelius, P. (2020). Post Corona Adapted Blended Learning in Higher Education. https://doi.org/10.1080/00223980.2011.557749 • O'Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post- secondary academic performance. Personality and Individual differences, 43(5), 971- 990. https://doi.org/10.1016/j.paid.2007.03.017 • Ozer, D. J., & Benet-Martinez, V. (2006). Personality and the prediction of consequential outcomes. Annual Review of Psychology, 57, 401-421. https://doi.org/10.1146/annurev.psych.57.102904.190127 • Pérez-Mengual, N., Aragonés-Barbera, I., Moret-Tatay, C., & Moliner-Albero, A. R. (2021). The Relationship of Fear of Death Between Neuroticism and Anxiety During the Covid-19 Pandemic. Frontiers in Psychiatry, 12, 501. https://doi.org/10.3389/fpsyt.2021.648498 • Pietrabissa, G., & Simpson, S. G. (2020). Psychological consequences of social isolation during COVID-19 outbreak. Frontiers in Psychology, 11, 2201. https://doi.org/10.3389/fpsyg.2020.02201 • Pike, G. R. (1991). The effects of background, coursework, and involvement on students' grades and satisfaction. Research in Higher Education, 32(1), 15-30. https://doi.org/10.1007/BF00992830 • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322. https://doi.org/10.1037/a0014996 • Qualtrics. (2022, September 30). Qualtrics. https://www.qualtrics.com. • Qureshi, A., Wall, H., Humphries, J., & Balani, A. B. (2016). Can personality traits modulate student engagement with learning and their attitude to employability? Learning and Individual Differences, 51, 349-358. https://doi.org/10.1016/j.lindif.2016.08.026 • Oja, M. (2011). Student satisfaction and student performance. Journal of Applied Research in the Community College, 19(1), 47-53. • Radloff, A., & Coates, H. (2010). Doing more for learning: Enhancing engagement and outcomes. Australasian Survey of Student Engagement (Australasian Student Engagement Report). Melbourne: ACER. • Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and white students perceive campus climate for underrepresented groups. Journal of college student development, 46(1), 43-61. https://doi.org/10.1353/csd.2005.0008 • Rust, R. T., & Oliver, R. L. (1994). Service quality: insights and managerial implications from the frontier. Service quality: New directions in theory and practice, 1-19. https://doi.org/10.4135/9781452229102.n1 • Surridge, P. (2008). The national student survey 2005-2007: Findings and trends. A report to the higher education funding council for England. • Thomas, E. H., & Galambos, N. (2004). What Satisfies Students? Mining Student-Opinion Data with Regression and Decision Tree Analysis. Research in Higher Education, 45(3), 251-269. doi:10.1023/b:rihe.0000019589.79439.6e • Trapmann, S., Hell, B., Hirn, J. O. W., & Schuler, H. (2007). Meta-analysis of the relationship between the Big Five and academic success at university. Zeitschrift für Psychologie/Journal of Psychology, 215(2), 132-151. https://doi.org/10.1027/0044 3409.215.2.132 • Wolf, M. B., & Ackerman, P. L. (2005). Extraversion and intelligence: A meta-analytic investigation. Personality and Individual differences, 39(3), 531-542. https://doi.org/10.1016/j.paid.2005.02.020