Relationship between personality traits, attitude towards different types of learning self-efficacy and self-esteem
Offline form of learning with self efficacy and self-esteem. Study the attitudes towards online pedagogy. Decision making process towards in the higher school. Relationship between personality traits, attitude towards different types of learning.
| Рубрика | Социология и обществознание |
| Вид | дипломная работа |
| Язык | английский |
| Дата добавления | 18.07.2020 |
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FEDERAL STATE AUTONOMOUS EDUCATIONAL
INSTITUTION OF TERTIARY EDUCATION
«NATIONAL RESEARCH UNIVERSITY HIGHER SCHOOL OF ECONOMICS»
FACULTY OF SOCIAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
Master's Program «Applied Social Psychology»
Relationship between personality traits, attitude towards different types of learning self-efficacy and self-esteem
Master Thesis Kumar, Rahul
Supervisor PhD in Soc. Psych.,
Associate Professor Bushina, E.V.
Moscow, 2020
TABLE OF CONTENTS
LIST OF TABLES
ABSTRACT
INTRODUCTION
1. FACTORS THAT INFLUENCE STUDENTS ATTITUDES TOWARD DIFFERENT TYPES OF LEARNING
1.1 Psychological factor- Self-Efficacy
1.2 Self-Esteem and Form of Learning
1.3 Personality Traits and Attitude Towards Learning
2. OTHER FACTORS
2.1 Time
2.2 Place
2.3 Technology
2.4 Cost
2.5 Communication
3. HYPOTHESES
4. RESEARCH QUESTION
5. RESEARCH DESIGN
5.1 Sample
5.2 Procedure
6. DATA ANALYSIS
7. RESULTS
7.1 Descriptive analysis
7.2 T-test and description of data analysis
7.3 Correlation matrix
7.4 Linear regression
8. Moderation effect
9. DISCUSSION
CONCLUSION
REFERENCES
APPENDIX
List of Tables
Table 1. Frequencies of Sex 23
Table 2. Frequencies of Religion 23
Table 3. Description Sample of Gender and Age with Attitude Towards Learning 29
Table 4. Descriptive of Religion with Preference, Age, Nationality and Level of Education 30
Table 5. Frequencies of Age of Male and Female Students 31
Table 6. Cronbach's Alpha Reliability Analysis of OCEAN, SE, SES, Attitude Towards Learning. 31
Table 7. t-tests and Descriptive between Attitude Towards Learning and Psychological Variables 32
Table 8. t-tests and Descriptive between Self-Efficacy, Self-Esteem and Personal Traits Among International and Russian Students 33
Table 9. t-tests and Descriptive between Preference of Learning and Nationality 34
Table 10. t-tests and Descriptive between Education and Psychological Factors 35
Table 11. Correlation Matrix between Self-Efficacy, Self-Esteem, Personality Traits and Attitude Towards form of Learning 37
Table 12. LR Model 1 - Online Form of Learning and Personality Traits 38
Table 13. LR Model 2 - Online Form of Learning with Self-Efficacy and Self-Esteem 38
Table 14. LR Model 3 - Offline Form of Learning and Personality Traits 39
Table 15. LR Model 4 - Offline Form of Learning with Self Efficacy and Self-Esteem 40
Table 16. Moderating Effect of Self-Esteem on the Relationship Between Personal Traits and Attitudes Towards Online Learning 40
Table 17. Moderating effect of self-esteem on the relationship between personal traits and attitudes towards offline learning 41
Table 18. Model (independent variable - Agreeableness, dependent variable - attitudes towards online learning, moderator - self-esteem) 43
Table 19. Conditional effects of the focal predictor at values of the moderator(s) 43
Table 20. Model 2 (independent variable - Neuroticism, dependent variable - attitudes towards online learning, moderator - self-esteem) 45
Table 21. Conditional effects of the focal predictor at values of the moderator(s) 45
Table 22. Model 3 (independent variable - Agreeableness, dependent variable - attitudes towards offline learning, moderator - self-esteem) 46
Table 23. Conditional effects of the focal predictor at values of the moderator (s) 47
ABSTRACT
learning online personality trait
University students still feel reluctant to pursue their course at the online platform (Gilbert (2015). On the contrary, students are also not satisfied with offline/traditional form of learning due to the pedagogical style in the classroom (Zhang et al., 2004). Multiple kinds of research have been conducted to find out the gaps and challenges between students' attitude and form of learning but missed to work with personality traits, self-esteem, and self-efficacy with an attitude towards form of learning. The current study found that big five personality traits, self-efficacy and self-esteem make influence students attitude and their decision making process towards the form of learning. The study was conducted with 155 students from the Higher School of Economics, Moscow. These students were selected from Bachelor and Master's program irrespective of their department. The data shows that self-efficacy is statistically significant with the online form of learning, and the same holds true for master's degree students. It is also found that master's degree students scored higher in conscientiousness, self-efficacy and self- esteem. The Cronbach's alpha, Pearson t-test, correlation, regression analysis, and PROCCESS were used to check the significant relationship between all three psychological factors and found a meaningful relationship between attitudes towards form of learning by students` personality traits, self-efficacy and self-esteem.
Keywords: Offline/traditional form of Learning, Online Learning, Learning Factors, Personality Traits, Attitude Towards form of Learning, Self-Efficacy, & Self-esteem.
INTRODUCTION
The surge in demand for diverse knowledge has created the need for Online Learning. It has enabled people to get access to the preferred choice of education course through the internet at home without any restraint (Gilbert, 2015). It's feasible nature has given the space to students to learn the course of content at the desired location, i.e. home, shop, cafe, office, etc. It has been assumed that online learning has the same value as compared to the traditional/offline form of learning as it offered by a home university with the support of a renowned professor from the specialised field (Gilbert, 2015). It has also been assumed that most of the universities started offering an online course to their enrolled students by thinking to provide diverse knowledge during the same period of enrolment. It has also been assumed that most of the universities developed the courses to reduce their cost by generating one-time course content in the form of online.
A Study by Gilbert (2015), shows that students still feel reluctant to pursue an online course due to socio-economic status, psychological factors, and physical approach. On the contrary, the study also shows that students are not satisfied with the pedagogy in the traditional form of learning, and as consequences of that students are shifting towards an online form of learning to get qualitative content without compromising the personal time and space. In the same study Gilbert (2015), found that the demand of online form of learning has increased among students as it gives the wide space to “get a quality education regardless of time and space”.
Whereas, other studies believe that, due to intervention of online form of learning, communication have detriment basic understanding between teacher and students and that is because of the challenge to maintain attention, and establish physical contact. Due to this reason, the rate of drop-out is increasing in the online courses (Nunez et al., 2019).
It has also been argued that online form of learning has achieved some notable improvement in educational space in the past few years. On the contrary, Nunez and colleagues's research counters this statement by arguing that due to the transition in learning format, the teacher started feeling insecure and less valuable. Not only that, but many universities also shows their insecurity to develop their courses online due to the technical challenges, i.e. resources and team to convert the course into an online format for all type of students, type of language that can convey content to the majority of students etc. (Nunez et al., 2019).
The current study tried to understand the link between three psychological factors, i.e. personal traits and attitudes towards different types of learning and how student's Self-Esteem and Self-Efficacy influence their decision-making process towards different forms of learning. Attitude can be defined as a perception of students, their view towards forms of learning, their feeling while taking a course in the form of an offline and online platform. (Weber, Prilop, & Kleinknecht, 2019, p.2).
Hence, to delve into the concrete result, the current research has tried to study all three psychological factors and their correlation between students attitudes towards form of learning as multiple research have indicated that, hardly any research has been conducted in the area of online form of learning by considering three psychological factors, i.e. self-esteem, self-efficacy, & big five personality traits at the same time (Kebritchi, Lipschuetz, & Santiague, 2017), (Gilbert, 2015), (Nunez et al., 2019) (Weber, Prilop, & Kleinknecht 2019), (Nye, Orel & Kochergina, 2013), (MA, & Chan, 2015).
1. LITERATURE REVIEW & THEORETICAL BACKGROUND
In the past studies, a number of authors have recognized that process of learning in educational space has drastically changed from offline/traditional to the online form of learning, and the mode of education has also changed from passive to active learning (Kebritchi, Lipschuetz, & Santiague, 2016; Delcampo, Negro, & Nunez, 2019; Gilbert, 2015; Zhang et al., 2004; Yagьe C., Del, J., Valdecantos, N., Nuсez, V., & Miguel 2012; Roshchina, Roshchin, & Rudakov, 2018). Another research emphasises that “the accessibility of the internet and the flexibility of online courses have made online education as an integral part of higher education.” And that can be seen in currently around us (Kebritchi et al., 2016).
Past researchers have argued that academic performance and various traits among big five personality traits do have a strong relationship but also argued that these traits are not theoretically driven which lead to inefficiency to explain the personality of students, but still big five personality traits are commonly used for educational research and still helping to understand attitude (Nye, Orel & Kochergina, 2013).
Multiple research conducted by various researchers at different places have indicated that each student has different ways to collect the information, encoding, organising and recalling it (Kцseoglu, 2016, Komarraju, Karau, Schmeck & Avdic, 2011, Raza, Ali & Shah, 2017). Further, they have also argued about various types of learning and styles which define in categories to understand the students attitude towards form of learning.
Process of learning and its types
Multiple studies (Nguyen and Zhang, 2011; Yurdugьl and Зetin, 2015; & Ion, Vespan, & Uюг, 2013) have defined process of learning there are only two studies which elaborated the process of learning specifically in the context of learning and outcome, i.e. The process of learning defined by Shute, “any series of actions or changes that directly impact the learning outcomes” (Shute, 1992, p.16) and another research conducted by Ion and his colleagues says that the process of learning is a two-way communication process which must have involvement of learner and instructor at the same place and the same time (Ion, Vespan, & Uюг, 2013). Both also emphasize that the learning process also includes various tools that provide support to the instructor and student. The same study focuses on the importance of technology in the learning process by highlighting the specific role of technology for the communication process between instructor and students.
By considering the above-said definition and context into account, it can be said that the process of learning can be defined as a set of activities performed by two separate groups (Teachers and Students) to acquire the new idea and knowledge on the specific topic at a particular time.
Types & styles of learning
There are four types of learning have been discussed by the multiple researchers (Komarraju, Karau, Schmeck & Avdic, 2011), (Kцseoglu, 2016) which are: Synthesis Analysis, Elaborative Processing, Methodical Study and Fact Retention. All four types of learning do correlate with different personality traits for different process and do influences students attitudes. The same study further argues that these types of leaning helps to understand the connection between big five personality traits and learning process which also indicate which types of learning process strongly correlates with personality among big five personality traits.
The current study focuses on two forms of learning in the research, i.e. Offline/Traditional form of learning and Online form of learning. Both forms of learning were discussed in details with the psychological factors that influence student's attitude towards form of learning.
Offline/Traditional Form of Learning
The offline/traditional form of learning can be explained as a process of sharing information between teacher and student in classroom setup (Delcampo et al., 2019). The main feature that separates offline/traditional form of learning with other is its physical approach of blackboard, chalk, duster, designated room which known as a classroom to deliver the lecture to the students. The main characteristic that separates traditional form of learning from any other is its approach which usually follows particular time and space to conduct the learning process. (Yagьe, Del, Valdecantos, Nuсez, & Miguel 2012). The traditional form of learning is also considered as an idol instruction process where students attend the lecture in a classroom setup, solve the exercise and get immediate feedback from their instructor. (Ion, Vespan, & Uюг, 2013).
Advantage of Offline/Traditional Form of Learning
The main advantage of the traditional form of learning, as it allows the students to interact with teachers face to face to resolve academic as well as other queries. Previous research has highlighted some issues which show peculiarities of the traditional form of learning from online: 1. Space for active participation, 2. Face to face interaction, 3. Responsibility among the students, 4. Real examples based learning, 5. Wide knowledge, 6. Teacher-centred learning, 7. Immediate Feedback, 8. Being familiar to both instructors and students etc. (Zhang et al., 200). Therefore, on the basis of offline/traditional form of learning merits, it can be assumed that it is giving all the required space to the students to interact, learn and resolve the query at the same time.
In case of international university that runs exchange programs, the traditional form of learning also helps students and teachers to understand each other and also helps to establish clear communication for a basic understanding of the course during the adaptation period. Both groups get benefited through various activities such as - seminar, class-based group work, presentation and Q&A session during the normal class period and that all together creates an atmosphere of belongingness with new contacts and teacher (Ion, Vespan, & Uюг, 2013). It has also been observed that offline/traditional form of learning allows to observe the activity of each student in the classroom set up, which is not possible in the online form of learning.
Disadvantage of Traditional Form of Learning
Whereas, the same research shows that dependency is considered the main weakness in the traditional form of learning (Zhang et al., 2004). During the classroom setup, the students likely to seen dependent on the class teacher for all types of information dissemination and topic instruction which sometimes led them to be an attentive or complete bore, a few kind of research have argued that every student is different in his/her personality ways (Yagьe, Del, Valdecantos, Nuсez, & Miguel 2012).
Whereas, the previous study argues that, many teachers push students to come forward to resolve any queries during the class but, very few students ask to solve their queries and repetition of content which again is considered as a disadvantage in the traditional/offline form of learning (Zhang et al., 2004). There are few other disadvantages in traditional form of learning: 1. Cost of commuting, 2. No flexible study schedule, 3. Less time for pursuing other tasks, 4. Loans, 5. Lack of motivation, 6. Lack of career direction, 7 Student, become passive listener, 8. Use of authoritarian approach by the teacher.
Online Form of Learning
The online form of learning can be defined as “learning that takes place partially or entirely over the Internet” (U.S. Department of Education, 2010). In details, Online form of learning is a process which is only performed in the form of a web conference, where a person, i.e. course instructor records the course content in various electronic format, i.e. presentation documents (all the text, and various types of question-related to the topic, audio clips and images related to the theme or topic), video clips (course concept instruction via complete face-based recording of the course instructor with specific eye contact condition), animation (visuals, graphic and to high-resolution pictures) and last audio format with the support of the technical person to teach or deliver course content to the students around the world irrespective of time and space (Zhang et al., 2004). It includes students as active participants, internet connection, laptop /desktop and pre-recorded online course on a specific website.
Advantages of Online Form of Learning
The research conducted by Zhang et al., (2004) indicates some benefits of having an online form of learning by students: 1. The option of self-regulation, 2. Flexibility, 3. Time, 4. Cost-saving, 5. Minimum distraction (which occur in the traditional form of learning), 6. No limitation in case of course selection, 7. Economic benefits for low socio-economic status students, 8. Cost reduction by the university in the case of professor fees, 9. Unlimited access to knowledge, 10. Interaction is available with a global audience, 11. Unlimited access to diverse course and prepare the student for competitive environment etc. (Gilbert, 2015).
Disadvantage Online Form of Learning
Whereas, the same study Zhang et al., (2004) also argues some weak points in the Online form of learning, i.e. 1. learner with low self-efficacy would quickly drop-out the program, 2. No specific routine structure, 3. Not comfortable for some people, 4. The slow internet connection can be a barrier, 5. No space for immediate feedback, 6. Lack of consistency among the students in completing the program, 7. Limited space to resolve the query, 8. Scarcity in the sense of belongingness and peer interaction, 9. An instructor cannot be available all the time. 10. the medium of delivery, 11.cultural dominance reflection (currently the majority of courses are published by US university) and 12. maintaining motivation etc. (Gilbert, 2015).
To understand the gaps in the online form of learning, a study conducted by Zhang and colleagues shows some points which suggest that the university needs to understand the maturity level of students prior to design online form of learning (Zhang et al., 2004). As an online form of learning requires self-regulation, self-discipline and more maturity from students. It also argued that, due to the lack of the above mentioned needs students likely to drop the online program in the middle as compared to the traditional form of learning.
On the basis of literature review, this study has observed that both forms of learning carry one main disadvantage, i.e. lack of motivation among students and some common barrier, i.e. Cost, and Language (mode of delivering the lecture) in context of students that make little hard for them to continue the same course. It has also been observed that student's socio-economic status also influences their attitude towards different forms of learning.
As few types of research have argued that every student is different in his/her personality and ways to collect the information, organise and recall to perform the activity (Kцseoglu, 2016) (Komarraju, Karau, Schmeck & Avdic, 2011), (Raza, Ali and Shah, 2017) and on the basis of previous research conclusion and argument, it can be assumed that due to the gaps and focus in previous researches we could not bring out an effective result which can help university and students to decide which form of learning needs to be used and in which condition.
To delve in the current study, three psychological factors have thoroughly been analysed to find out the relationship between each psychological factor and gaps that have created challenges between university and students in terms of development and implement a form of learning in the university.
1. Factors That Influence Students Attitudes Toward Different Types of Learning
1.1 Psychological factor- Self-Efficacy
Self-efficacy refers to a psychological state, which helps to determine how people feel, think, motivate themselves and behave (Bandura, 1994, p.71). It also refers to an individual belief towards him/her to execute specific behaviour to achieve their work/task in a given time. On the basis of the definition, can we say a person with perceived self-efficacy can execute task more easily than others? Yes, as per the professor Bandura 1994, he writes that “Perceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives” (p.71). Which means the students who believe in his or her capability will put more effort to accomplish a task in a given time effectively and vice versa. In other words, we can say that students with a higher level of self-efficacy would have more chance to have success in academic and occupation compare with a person with low self-efficacy (Weber, Prilop, & Kleinknecht, 2019). It means that self-efficacy do play a crucial role in an individual's life and especially when it comes to developing course content.
Research by Kebritchi, Lipschuetz, and Santiague (2017) suggested that learner with higher self-efficacy and communication skills performs better in the online form of learning, which also suggest that students with lower communication self-efficacy would likely to prefer to opt traditional form of learning over an online form of learning. Further, the same research indicates that perceived self-efficacy promotes positivity impact among students to stay on the given task instead of skipping it.
On the basis of the same research, it can be assumed that a higher level of Self-efficacy leads to consistency among work and helps to achieve it. Self-efficacy plays moderator role in changing attitude, which influence the individual in positive and negative ways. By considering this fact, it can be understood that, perceived high self-efficacy would positively influence students and low self-efficacy would negatively influence students to attitude towards online form of learning (Weber, Prilop, & Kleinknecht, 2019).
1.2 Self-Esteem and Form of Learning
Self-Esteem is a psychological term that can be defined as an overall subjective emotional stage of individual self-worth among society. It is reflection of oneself attitude towards self among the group (Arshad, Zaidi and Mahmood, 2015). Research by (Du, King and Chi, 2017) believes that individual can enhance her/his self-esteem through personal traits, by establishing a relationship with larger groups and significant others. The same research indicates that self-esteem do influence individual subjective well-being, and it can be improved by understanding the students' traits and help them to work on his/her types of esteems through various means. There are three types of self-esteem, i.e. personal self-esteem, collective self-esteem and rational self-esteem (Du et al., 2017) as Self-Esteem has been found as an important predictor of subjective well-being which can also help to understand individual self-happiness among groups (Arshad et al., 2015).
Well-Being is a psychological term which was first defined by Bradburn to study the reaction of individual in their daily life (Bradburn, 1969). Well-being defines as “An individual will be high in psychological well-being in the degree to which he has an excess of positive over negative effect and will be low in well-being in the degree to which negative affect predominates over positive” (Bradburn, 1969, p. 9) Psychological well-being consists of two major dimensions, i.e. negative and positive effect on the individual. Affect refers to pleasant to unpleasant emotions, mood, and life satisfaction refer to the cognitive sense of life satisfaction. Other dimensions, i.e. purposes in life, positive relationship with others and autonomy are found potential aspects that constitute psychological well-being (Dodge, Daly, Huyton & Sanders, 2012).
A study argues that online communication positively associates with negative social well-being; further it also emphasizes that income and happiness factors could not study (MA, & Chan, 2015). Whereas, the same study found a positive association between online knowledge and satisfaction with life and self-perceived success in different aspects of life. Hence, on the basis of the prior studies, it can be assumed that Online form of learning can give satisfaction to the students with its positive effect and autonomy.
Another Study (Yagьe, Del, Valdecantos, Nuсez, & Miguel 2012) has shown that the students generally are not satisfied with the traditional form of learning as they only depend on the particular lecturer. Whereas, it has also been found out that lack of sense of belongingness in the online form of learning also leads to a lack of satisfaction in students life (Zhang et al., 2004).
To summarize, studies have argued that self-esteem plays a significant role in individual's life and many aspects of it, i.e. happiness factor, communication process over the internet and how personality traits can influence individual self-esteem needs to be researched in case of online form of learning.
1.3 Personality Traits and Attitude Towards Learning
A couple of studies have been conducted at different locations found the strong correlation between big five personality traits and attitude towards form of learning (Kцseoglu, 2016, Komarraju, Karau, Schmeck & Avdic, 2011, Nye, Orel & Kochergina, 2013). All studies claim to have a positive and negative relationship between attitude towards form of learning and all big five personality traits. They all suggest to have a strong correlation with each type and show the effect on attitude towards form of learning. A study by Kцseoglu (2016), shows a positive relationship between Conscientiousness, Agreeableness with four styles of learning and Extraversion, Openness to Experience with elaborates process of learning. “Conscientious and less conscientious learner, both types of learner use learning style and the depth information processing to process information in academic life” (p.43).
It has also been found that students develop more complex approaches to acquire knowledge at the next level than the previous one (Kцseoglu, 2016). It has been widely argued that each individual has a different style of learning which influence by traits and make an effect. For example, Conscientiousness helps students to be organised, disciplined and achievement-oriented, Neuroticism helps to understand emotional stability of an individual, Extraversion shows assertiveness among the group or society than usual, Agreeableness refers to kind, supportive towards others and Last Openness to experience refers to space to acquire more information while being flexible while being in the situation (Komarraju et al., 2011). Research also shows that students with the higher level in openness to experience and conscientiousness shows positive attitude towards new task and adaptation and agreeableness predicts overall course performance. (Komarraju et al., 2011) study shows a detailed correlation between all 5 personality traits and attitude towards form of learning:
1. Conscientiousness - the students who are higher in this trait usually perform better as they are usually found organised and focused. This kind of personality helps them to achieve their goal better than other students.
2. Openness to Experience - students usually found to be eager on a various thing but, when this kind of personality score higher in their life, then students can be considered curious than others. As he/she behave in eagerly manner and found curious to understand new things.
3. Neuroticism - Emotional state of a student is quite crucial in academic life. It play an important role and hampers students emotional stability which later leads to students disengaged with study and most of the learning process.
4. Agreeableness - It is also known as a cooperative personality. Students who score higher in this trait can be found strong in trust-building process and proved to be helpful during the need.
5. Extraversion - This trait show the student level of assertiveness among the groups and society. Student with higher score in this trait perform better in academic and social life and vice versa.
All the previous studies argued the strong relationship between personality traits and attitude towards form of learning with data. Before 1992, Goldberg tool it was hard to analyse individual and predict their behaviour, and due to the same many research could not able to collect quality data and spent an enormous amount of time. By considering the situation, Goldberg had discussed in his paper the reason to develop the big five personality traits structure by mentioning “for research context in which broad coverage of personality traits is needed but where subject time is at a premium.” (Goldberg, 1992)
Another study conducted in Russia by Nye shows the strong correlation between big five personality traits and academic performance. It shows that conscientiousness statistically significant with academic performance in context of grade. Which means at least one of the traits in big five personality traits do have positive correlation with academic performance (Nye, Orel, & Kochergina, 2013).
2. OTHER FACTORS
2.1 Time
The time factor has been observed quite flexible in the online form of learning for the students as compared to the traditional form of learning. It gives complete freedom to access the course of content regardless of time (gilbert, 2015). On the contrary, other study shows that students with low self-efficacy likely to procrastinate, as it contains lack of immediate feedback system and no mechanism to maintain the consistency towards the online learning (Weber, Prilop, & Kleinknecht, 2019). It is assumed that students with low self-efficacy are likely to resolve their problem during the lecture if the query takes time to resolve than student prefer to leave or drop out in the middle of the course.
In the perspective of university, online form of learning is quite a time taking process to prepare the study material, plan and teach (Kebritchi et al., 2017). Another study conducted by Cavanaugh shows that the traditional form of learning takes almost half of the time to prepare the course material than online learning (2005). Which suggest that teacher would have more time to create other material that can help students to resolve their problems during the classroom. Both researches show that time numbers of hours spend by the teacher to prepare course material has found almost twice for the online form of learning than face to face in the traditional form of learning.
2.2 Place
Offline/Traditional form of learning requires designated physical space to perform the teaching activity. Whereas, online form of learning does not bound to any physical space to perform. The study by Zhang et al. suggest the online form of learning has a scarcity of sense of belongingness and peer interaction compared to the traditional form of learning (Zhang et al., 2004). It is believed that online form of learning doesn't depend on physical space to perform the activity which is considered as an advantage but, a study by Gilbert, (2015) indicates that due to it's a non-physical model and flexible approach many students become less motivated towards education which later pushes them to dropout.
2.3 Technology
The online form of learning entirely depends on technology. It requires a few important tools, i.e. Computer/laptop, tablet, mobile phone and internet connection to get the education access which means only students with device and internet connection can access the online course. Another factor which affects motivation among students is a slow internet connection (Gilbert, 2015). Whereas, the traditional form of learning does not depend on technology in any manner.
It has also been found that the faculty has to be comfortable with contemporary technology before design and deliver the lecture to the students in the online form of learning which suggest that, in the online form of learning the course designer has to be clear and comfortable to come up with effective online course otherwise it will lead to students getting bored (Kebritchi, Lipschuetz, & Santiague, 2017).
2.4 Cost
The online form of learning does not require a cost of commuting by the students, as all the desired course can be accessed at home or at the desired place with the help of internet connection (Zhang et al., 2004). Majority of the online courses are free to access but to get the document proof students are liable to pay to get the certificate. It has also been observed that, commercial-oriented online courses, i.e. management, marketing, advertising, social media business etc. are much expensive than in offline/traditional form of learning. In spite of the fact that the student can access the majority of non-commercial course, they can also learn without paying cost until they need the certificate.
2.5 Communication
A study conducted by (Nunez et.al., 2019) believes that due to the intervention of online form of learning, communication has detriment between teacher and students. Due to the global approach in the online form of learning, language and dialect have been considered crucial factors that affect the effectiveness in the online form of learning. Changing role of teacher also affects the productivity, i.e. traditional to online pedagogy style of communication.
Another research has critically argued that communication is a factor that affects the interest of students (Kebritchi, Lipschuetz, & Santiague, 2017). It has also been observed that traditional form of learning allows the teacher to understand the student's perspective and their expectations due to its face to face interaction which does not exist in the online form of learning. On the other hand, offline/traditional form of learning gives the opportunity to the students to understand the style of communication during the class, which is quite hard in the online form of learning.
To achieve an aim of the current study, i.e. to find out the relationship between personality traits, attitude towards different types of learning self-efficacy and self-esteem and to understand moderation effect of self-efficacy and self-esteem on personality traits and student's attitude towards the form of learning, four hypothesis and one research question were developed and are as follows:
3. Hypotheses
H1. Students who prefer the online form of learning have a higher level of Openness to Experience than those who prefer the offline form of learning.
H2. International students would have a higher level of conscientiousness, agreeableness compares to Russian students.
H3. International students would have a higher level of self-efficacy compare to Russian students.
H4. International students would have a higher level of preference towards offline form of learning.
4. Research Question
Does Self-Esteem moderate the relationship between personality traits and attitudes of online and offline forms of learning?
Our hypothesis and research question are well defined to find out any relationships between types of learning, personality traits, self-esteem and self-efficacy.
5. RESEARCH DESIGN
5.1 Sample
The current research consisted of 155 participants in which 91 were Russian and 64 International students. The research also has socio-demographic variables - Nationality, Age, Gender, Level of Education, Religion etc. In the sample, 91 participants were female (58,7%), and 64 were male (41,3%) recorded, the information mentioned in table 1.
The age group was found with a minimum of 16 years old- maximum 40 years old in which most frequent age group were ranged from 18 to 25, i.e. 75% of the total sample. 52% of participants were obtained from bachelor and 47,1% of participants obtained from master's level of education. The sample also consisted variable of religion in which we found a number of participants recorded were Atheist 31%, Buddhist 2,6%, Christian 32,3%, Hindu 2,6%, Jewish 0,6%, Muslim 14,2%, and Other 16,8%. The detailed information is provided in table 2.
Table 1 Frequencies of Sex
|
Levels |
Counts |
% of Total |
|
|
Female |
91 |
58.7--% |
|
|
Male |
64 |
41.3--% |
Table 2. Frequencies of Religion
|
Levels |
Counts |
% of Total |
|
|
Atheist |
48 |
31.0--% |
|
|
Buddhist |
4 |
2.6--% |
|
|
Christian |
50 |
32.3--% |
|
|
Hindu |
4 |
2.6--% |
|
|
Jewish |
1 |
0.6--% |
|
|
Muslim |
22 |
14.2--% |
|
|
Other |
26 |
16.8--% |
The data has been collected from the different campus of the Higher School of Economics (HSE) in Moscow, Russia. Previously there were two studies done with HSE students that are focused on big five personality traits with academic and negotiations styles (Nye, Orel & Kochergina, 2013), (Maklasova and Tatarko, 2018). The focus of current research lies in the study of predictors of attitudes towards different types of learning such as personality traits, self-esteem and self-efficacy
HSE receives more students in undergraduate and graduate-level of education; hence only bachelor and masters students were targeted as responded. The gender ratio was tried to be maintained equally to reduce the bias and get the fair result, but due to the imbalance sex ratio in Russia, 91 were recorded as female responded and 64 as a male. This research has also considered other significant factors, i.e. the origin of country, religion, and level of education (bachelor and masters) to bring out the effective result and will help to understand the correlation between psychological factors and change in attitude.
5.2 Procedure
To accomplish the aim of the research, i.e. to find out Relationship Between Personality Traits, Attitude Towards Different Types of Learning, Self-Efficacy and Self-Esteem and how does it influence students attitude towards form of learning.
By considering three psychological variables, i.e. personality traits, self-esteem, self-efficacy, and ten questions (5 for each category, i.e. offline & online) based on attitude towards types of learning, one question based on preference towards a type of learning and socio-demographic, i.e. age, gender, religion and level of education types of questions were developed to collect the data, which are as follows:
1. Big 5 personality traits (Goldberg, L. R. 1992) were used to study participants personality. Respondents show their agreement or disagreement with the statement using 5-points scales, where 1 means “Not at all true” and 5 means “Extremely true”. The current study consisted of total 20 questions and 4 questions in each trait. The big 5 personality traits scales that reflect work satisfaction, such as:
§ Openness to Experience
§ Conscientiousness
§ Extraversion-Introversion
§ Agreeableness
§ Neuroticism
2. Self-Esteem (Rosenberg, M. 1965), in which respondents showed their agreement or disagreement with the statement using 4-point scales, where 1 means “Strongly Agree” and 4 means “Strongly disagree”. The scale was used to measure participant's global evaluation of self [Rosenberg, 1978], The measure consisted of 10 items among them 5 are positively keyed (“I am able to do things as well as most other people”) and 5 are negatively keyed (“I certainly feel useless at times”)
3. Self-efficacy (Schwarzer, R., & Jerusalem, M. (1995), the study modified the current scale with the statement using 4-point scales, where 1 means “Not at all true” and 4 means “Extremely true”. The scale was used to measure participant's psychological state, i.e. how a student feels, thinks, motivates themselves and behaves in the particular situation. The measure consisted of 10 items, all of them were modified with a focus on specific words that we use in the form of learning, i.e. assignment, learning process, homework, learning plans etc. to get main psychological state, i.e. student's attitude towards form of learning.
4. Attitude towards different types of learning - the current scale were specially designed to check the participant's attitude towards form of learning. The attitude variables were divided into two categories, i.e. “Attitude towards online form of learning” with a self-developed question - I think that online courses are relevant for my education” and for second category “Attitude towards offline form of learning” with a question - For me it is important to have face to face contact with teacher and classmates while I am studying. Both variables contained 5 times (questions) in each category with the statement using 5-point scale. The current instrument measured the level of agreement towards the form of learning by students.
5. A nominal scale based question was developed to check students preference towards form of learning with two option in the first place. The question is as follows :
Which Platform do you prefer for learning?
1. Online, 2. Offline.
6. At last, to measure students socio-demographic sample, five types of questions were designed, i.e. age, gender, religion, nationality and level of education. All five types of questions were placed at the first page of the questionnaire in the survey form, which are as follows with given options:
· Age - Participant age. Range from 16 to 45 years old
· Gender - Male and Female
· Religion - Atheist, Buddhist, Christian, Hindu, Jewish, Muslim and Others etc.
· Nationality - Name of the Country
· Level of Education - Bachelor or Master
The developed questionnaire was written in the English language and uploaded on webpage, i.e. google form and generated shareable link. All questions were marked as mandatory in the survey forms and had not the option to skip a single question in survey form. Later that link was circulated with all department students through different modes of communication platform, i.e. WhatsApp, Telegram, Apple airdrop, and Email address and asked to complete the web based survey. Students were also given a brief introduction about the survey while giving the link to them face to face and also at the beginning of the survey form. The data was collected anonymously to reduce bias.
6. Data Analysis
To answer our research question and to prove its authenticity, a series of data analysis, were performed which included:
1. Descriptive Analysis:
· Age, Gender and Preference of Learning.
· Religion with Preference of Learning, Age, Nationality and Level of Education
2. Cronbach's Alpha Reliability Test Analysis of Openness to experience, Consciousness, Extraversion, Agreeableness, & Neuroticism (OCEAN), Self-Efficacy, Self-Esteem, Attitude towards type of learning.
3. Independent Sample T-test were performed between
· Attitude towards type of learning, Personality Traits, Self-efficacy, and Self-Esteem. Criteria for comparisons were: Nationality Level of Education, Preference of Learning.
4. Correlation Matrix was used to find preliminary relationships between Self-Efficacy, Self-Esteem, Personality Traits and Attitude Towards form of Learning.
5. Linear Regressions were performed between Personality Traits with Self-Esteem, Self-efficacy and Attitude towards type of learning to check the statistical significance between them.
6. And the last PROCCESS method was used to check the moderation effect with self-esteem among personality traits and attitude towards different type of learning.
7. Results
7.1 Descriptive analysis
Among 155 students, the total 102 students showed their positive attitude towards offline form of learning over the online form of learning. In the gender category, both, i.e. male with 62,5% and female with 68,1% showed their attitude towards offline form of learning. The detailed information can be seen in the Table 3 with descriptive analysis between a group of learning, gender and age with their Minimum and Maximum age limit, i.e. for the offline form of learning Minimum and Maximum age were recorded 17 and 40 respectively and 16 and 37 in the online form of learning category.
Table 3 Description Sample of Gender and Age with Attitude Towards Learning
|
Gender |
Age |
|||||||
|
Male |
Female |
|||||||
|
N |
Percent |
N |
Percent |
Minimum |
Maximum |
ME |
||
|
Offline |
40 |
62,5 |
62 |
68,1 |
17 |
40 |
22 |
|
|
Online |
24 |
37,5 |
29 |
31,8 |
16 |
37 |
21 |
|
|
Total |
64 |
100 |
91 |
100 |
17 |
40 |
21,5 |
On the basis of given data, it can be understood that offline form of learning is given more preference as compared to the online form of learning by the students which is a quite clear result to understand the situation and desire of the students towards form of learning.
To move it further, in table 4, descriptive statistics were analysed to see the relationship between all factors, i.e. preference of learning, age, the nationality of students, level of education and religion. It shows that students who belong to different mainstream religious category, i.e. Atheist, Christian, and Muslims recorded their higher interest towards offline form of learning than online. It can also be seen that female students were recorded higher in religion category i.e. Atheist and Christian. From the same perspective, it can also be seen that female students who recorded themselves as Atheist, Christian and other are higher in number than male, i.e. 28, 32 and 21, whereas only in Muslim category male were recorded higher than female students by number 16.
Nationality also has been found one of the big factor in the current study, i.e. out 155 students 93 were recorded Russian in the sample whereas 62 were different nationality in the international category. Level of education category was also recorded where 82 students were enrolled in bachelor courses and 73 in masters course.
Table 4 Descriptive of Religion with Preference, Age, Nationality and Level of Education
|
Religion |
Attitude towards learning |
Age |
Nationality of Students |
Level of Education |
|||||
|
Online |
Offline |
Male |
Female |
Russian |
International |
Bachelor |
Masters |
||
|
Atheist |
20 |
28 |
20 |
28 |
37 |
11 |
27 |
21 |
|
|
Buddhist |
1 |
3 |
1 |
3 |
1 |
3 |
1 |
3 |
|
|
Christian |
16 |
34 |
18 |
32 |
37 |
13 |
29 |
21 |
|
|
Hindu |
1 |
3 |
4 |
0 |
0 |
4 |
0 |
4 |
|
|
Jewish |
0 |
1 |
0 |
1 |
0 |
1 |
1 |
0 |
|
|
Muslims |
8 |
14 |
16 |
6 |
2 |
20 |
6 |
16 |
|
|
Others |
8 |
18 |
5 |
21 |
16 |
10 |
18 |
8 |
|
|
Total |
54 |
101 |
64 |
91 |
93 |
62 |
82 |
73 |
Further, to understand the age factor among the students, gender of students was analysed with creating age group with a range of two consecutive age to check the which age group of students were recorded more in our sample and how this age group can influence our research. The numbers and age group can be seen in table 5 shows below. It shows that majority of students in both gender category were recorded in age the 18-19 age group, i.e. male 13 and female 52. As it can be seen that female students were recorded higher in numbers as compared to male students.
Table 5 Frequencies of Age of Male and Female Students
|
Age Group |
||||||||||||
|
SEX |
16-17 |
18-19 |
20-21 |
22-23 |
24-25 |
26-27 |
28-29 |
30-31 |
32-33 |
34-36 |
37-40 |
|
|
Female |
5 |
52 |
4 |
16 |
9 |
0 |
1 |
0 |
0 |
2 |
2 |
|
|
Male |
0 |
13 |
4 |
8 |
11 |
6 |
7 |
8 |
4 |
2 |
1 |
To check the scale's reliability, the current data were calculated using the whole sample. The detailed information can be seen in table 6, which showed Cronbach's alpha of all scales respectively, i.e. two scales “attitude towards online form of learning” and “attitude towards offline form of learning” were recorded 0,83 and 0,88 and Big 5 personality traits OCEAN recorded 0,82, 0,66, 0,82, 0,82, 0,78 respectively. Self-Esteem scale 0,72 and Self-efficacy scale 0,84 recorded.
Table 6 Cronbach's Alpha Reliability Analysis of OCEAN, SE, SES, Attitude Towards Learning.
|
Variables/ Scales |
N |
б |
|
|
Attitudes towards Online learning ... |
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