155

.83

Attitudes towards Offline learning

155

.88

Self-Efficacy

155

.84

Openness to Experience

155

.82

Conscientiousness

155

.66

Extraversion

155

.82

Agreeableness

155

.82

Neuroticism

155

.78

Self Esteem

155

.72

The above table has found that our scales were found reliable and can be used for the further test.

7.2 T-test and description of data analysis

To understand if there are differences between traits, psychological variables and students` attitude towards different types of learning in our study t-test were performed with independent samples. The test was performed to check if the traits, self-esteem and self-efficacy differed among those students who preferred online or offline/traditional form of learning. Results are demonstrated in table 7.

Table 7 t-tests and Descriptive between Attitude Towards Learning and Psychological Variables

	Group	95% CI for Mean Difference
	Online	Offline
	M	SD	n	M	SD	n		t	df
Self-Efficacy	3,09	0,50	53	3,08	0,47	102	-0,17; 0,15	-0,16	153
Openness to Experience	4,18	0,66	53	3,88	0,84	102	-0,57; -0,04	-2,30*	153
Conscientiousness	3,65	0,75	53	3,52	0,69	102	-0,36; 0,11	-1,03	153
Extraversion	3,43	0,99	53	3,46	0,99	102	-0,30; 0,36	0,15	153
Agreeableness	4,03	0,68	53	3,86	0,84	102	-0,44; 0,09	-1,32	153
Neuroticism	3,61	0,97	53	3,63	0,88	102	-0,28; 0,05	0,10	153
Self Esteem	3,00	0,55	53	2,89	0,46	102	-0,28; 0,05	-1,37	153

*p<0,05

Table 7 contained the result of t-test and descriptive statistics between students who prefer different types of learning, personal traits, Self-Efficacy and Self-Esteem. It was found that students who preferred online and traditional form of learning don't significantly differ on self-efficacy and self-esteem, but one of the traits, i.e. openness to experience differs in two groups. Students who prefer an online form of learning have a significantly higher level of Openness to experience in comparison with those who prefer offline form of learning. But the other four traits Conscientiousness, Extraversion, Agreeableness and Neuroticism, have no significant differences among online and offline learners.

Table 7 shows that the students who prefer online than offline learning have a higher level of openness to experience thus, hypothesis 1 approved.

Furthermore, we checked if there are any differences in self-efficacy, self-esteem and personal traits among international and Russian students. The data is demonstrated and can be viewed in Table 8 below.



Table 8 t-tests and Descriptive between Self-Efficacy, Self-Esteem and Personal Traits Among International and Russian Students

	Group	95% CI for Mean Difference
	International	Russian
	M	SD	n	M	SD	n		T	df
Self-Efficacy	3,20	0,50	61	3,01	0,46	93	0,03; 0,34	2,40**	152
Openness to Experience	4,06	0,74	61	4,00	0,83	93	-0,12; 0,39	1,04	152
Conscientiousness	3,86	0,69	61	3,25	0,66	93	0,27; 0,71	4,41***	152
Extraversion	3,57	0,99	61	3,50	0,99	93	-0,12; 0,53	1,26	152
Agreeableness	4,09	0,80	61	3,75	0,77	93	0,04; 0,55	2,33**	152
Neuroticism	3,47	0,87	61	4,00	0,92	93	-0,53; 0,05	-1,61	152
Self Esteem	3,00	0,49	61	2,90	0,49	93	-0,04; 0,28	1,43	152

*p < 0,05; **p < 0,01; ***p < 0,001.

The above table has found that International students found significantly higher on self-efficacy, conscientiousness and agreeableness than Russian students which suggest that International students are more self-motivated, organised with their work and stuff in their routine life and show co-operative behaviour on their day to day task if they will be given a chance than Russian students.

As the online form of learning requires the same kind of psychological variable and traits hence, it has been assumed that International students would likely choose an online form of learning if they are given the option in future than Russian students (Komarraju et al., 2011), (Kцseoglu, 2016) & (Weber, Prilop, & Kleinknecht, 2019).

Table 8 shows that the International student have a higher level of conscientiousness, agreeableness and self-efficacy compare to Russian students thus, hypothesis 2 and 3 approved.

To check the same argument, another t-test was performed among international and Russian students and attitudes towards learning and found the different result than which we have discussed above, i.e. International students would prefer an online form of learning, which is not statistically significant.



Table 9 t-tests and Descriptive between Preference of Learning and Nationality

	Nationality	95% CI for Mean Difference
	International	Russian
	M	SD	n	M	SD	n		t	df
Online	3,67	0,88	61	3,67	0,85	93	-0,29; 0,27	-0,76	152
Offline	3,87	1,01	61	3,48	1,13	93	0,04; 0,75	2,19*	152

*p < 0,05

It can be seen in Table 9 that International students have a significantly higher level on the offline form of learning. This data has changed the perspective that some researchers have believed in previous studies (Komarraju et al., 2011), (Kцseoglu, 2016) & (Weber, Prilop, & Kleinknecht, 2019). Hence, the assumption was proved wrong in Table 8 and found opposing result as per our argument in Table 9. On the basis of our data, it can be argued that the students who move to a different country for education do not prefer to have an online form of learning at a first place even though they are organised, co-operative and self-motivated which fulfil the condition of online form of learning but do not guarantee to switch an online form of learning over the offline form of learning.

Table 9 shows that the international students prefer an offline form of learning than the online form of learning compared to Russian students thus, hypothesis 4 is approved.

Further, it is decided to make a comparison between bachelor and master students. As, it is assumed that level of education do influence the decision-making process of the students and that's why t-test was performed to check the relationship between big five personality traits, psychological variables and level of education. The information is demonstrated in Table 10.

Table 10 t-tests and Descriptive between Education and Psychological Factors

	Group	95% CI for Mean Difference
	Bachelor	Masters
	M	SD	n	M	SD	n		t	df
Online	3,67	0,87	82	3,67	0,85	73	-0,28; 0,27	-0,02	153
Offline	3,55	1,11	82	3,74	1,10	73	-0,53; 0,17	-1,04	153
Self-Efficacy	3,00	0,45	82	3,17	0,49	73	-0,31; -0,01	-2,16*	153
Openness to Experience	3,98	0,79	82	3,98	0,79	73	-0,25; 0,26	0,04	153
Conscientiousness	3,36	0,67	82	3,80	0,68	73	-0,66; -0,23	-4,05**	153
Extraversion	3,44	1,06	82	3,47	0,90	73	-0,35; 0,28	-0,19	153
Agreeableness	3,83	0,86	82	4,01	0,71	73	-0,44; 0,06	-2,45	153
Neuroticism	3,68	0,91	82	3,56	0,91	73	-0,16; 0,41	0,85	153
Self Esteem	2,85	0,51	82	3,02	0,47	73	-0,32; -0,01	-2,15*	153

*p < 0,05; **p < 0,01.

As per the result it can be seen that master degree students have a higher level of self-efficacy, conscientiousness and self-esteem than bachelor students. This data proves that students who have higher conscientiousness will perform better than other students in the process of learning (Komarraju et al., 2011).

On the basis of the above table, it can also be argued that higher self-efficacy among master students can move them towards online form of learning for their education than bachelor level of education student. As we can see that master students are higher in conscientiousness, self-esteem than bachelor students which it also means they are more self-organised, focused towards study process and online form of learning requires the same (Komarraju et al., 2011).

7.3 Correlation matrix

To study the relationship among the variables, we firstly run correlation analysis results that are demonstrated in table 11. As per the table, we found that the correlation between personality traits, self-efficacy, self-esteem and preference of learning is statistically significant.

We found that there is a significant positive relationship between the online form of learning and self-efficacy along with openness to experience and another significant positive relationship between online form of learning and agreeableness trait, which means that student with high level of agreeableness would prefer online form of learning and vice versa. Whereas, offline form of learning has significant positive relationship with extraversion traits only.

Moreover, self-efficacy also shows a significant positive relationship with self-esteem, openness to experience, conscientiousness, extraversion, and agreeableness. And self-esteem shows a significant positive relationship with openness to experience, conscientiousness, and extraversion. Which can be argued that student with high level of self-efficacy would also has a high level on four personality traits i.e. openness to experience, agreeableness, conscientiousness and extraversion and self-esteem. On the contrary, self-esteem also has a significant positive relationship with three traits i.e. openness to experience, conscientiousness and extraversion but has significant negative relationship with neuroticism. Which means student's self-esteem will be much better when he/she is lower in emotional instability, i.e. moody, worry and scared.

Table 11 Correlation Matrix between Self-Efficacy, Self-Esteem, Personality Traits and Attitude Towards form of Learning

	Online	Offline	Self-Efficacy	Self-Esteem
Self-Efficacy	0.190*	0.073	--
Self-Esteem	0.067	-0.116	0.425**	--
Openness to Experience	0.247**	-0.037	0.348**	0.265**
Conscientiousness	0.140	0.094	0.582**	0.437**
Extraversion	0.020	0.237**	0.378**	0.287**
Agreeableness	0.165*	0.156	0.265**	0.080
Neuroticism	0.116	0.025	-0.032	-0.371**

*p < 0,05; **p < 0,01.



7.4 Linear regression

The next step is to study if the traits, self-esteem and self-efficacy as predictors have some relationships with the attitude towards online or offline form of learning and linear regression analysis were performed. Total four types of analysis were performed, i.e. the relationship between - “personality traits and online form of learning”. “self-efficacy and self-esteem with the attitude towards online form of learning”, “personality traits and attitude towards offline form of learning”, self-efficacy and self-esteem with an attitude towards offline form of learning”. Results are demonstrated from Table 12 to Table 15.

In Table 12, we can see that openness to experience (one of the personality traits among five) positively correlates with an attitudes towards online learning, which means that the students with a high level of openness to experience have positive attitudes towards online learning.

Table 12 LR Model 1 - Online Form of Learning and Personality Traits

Predictor	Estimate	SE	t	p
Agreeableness	0.1225	0.0922	1.329	0.186
Conscientiousness	0.0837	0.1093	0.765	0.445
Neuroticism	0.0795	0.0751	1.058	0.292
Openness to Experience	0.2396	0.0950	2.522	0.013*
Extraversion	-0.0956	0.0773	-1.236	0.218

*p < 0,05 Moreover, in Table 13, we found that students with a high level of self-efficacy (p = 0.026*) have positive attitudes towards online form of learning.

Table 13 LR Model 2 - Online Form of Learning with Self-Efficacy and Self-Esteem

Predictor	Estimate	SE	t	p
Self-Efficacy	0.3552	0.158	2.244	0.026*
Self Esteem	-0.0295	0.153	-0.193	0.847



*p < 0,05

Further, two separate linear regression were performed, i.e. 1.Offline form of learning and personality traits. 2. Offline form of learning with self-efficacy and self-esteem.

In Table 14, it is found that Extraversion (p = 0.004**) predicts positive attitudes towards offline form of learning. Which means that the students who have a high level of extraversion likely to share positive attitudes towards offline form of learning as they prefer to interact with students during the learning process rather than study only. As per the (Komarraju et al., 2011) study, the students who have a higher level of extraversion traits would perform better in his/her study as they are assertive in their nature and require physical contact.

Table 14 LR Model 3 - Offline Form of Learning and Personality Traits

Predictor	Estimate	SE	t	P
Agreeableness	0.1581	0.1181	1.339	0.183
Conscientiousness	0.0277	0.1401	0.198	0.843
Neuroticism	0.0690	0.0963	0.716	0.475
Openness	-0.2314	0.1218	-1.901	0.059
Extraversion	0.2860	0.0991	2.885	0.004**

**p < 0,01 In Table 15, we found a negative correlation between self-esteem (p = 0.043*) and attitudes towards the offline form of learning. Which means that those students who have a high level of self-esteem have more negative attitudes towards offline form of learning.

*p < 0,05

Table 15 LR Model 4 - Offline Form of Learning with Self Efficacy and Self-Esteem

Predictor	Estimate	SE	t	P
Self-Efficacy	0.345	0.203	1.70	0.091
Self Esteem	-0.401	0.196	-2.04	0.043*



8. Moderation Effect

Next, we looked at the moderation effect of self-esteem on the relationship between personality traits and attitudes towards types of learning. Using PROCCESS we checked, does self-esteem moderates the relationship between each of personal traits and attitudes towards online and offline learning? Results are demonstrated in table 16 and 17.

Table 16 Moderating Effect of Self-Esteem on the Relationship Between Personality Traits and Attitudes Towards Online Learning

Independent variable	Dependent variable	Model Summary	Moderation Effect
Extraversion	online	R = 0.0787 R-sq = 0.0062 MSE = 0.7469 F = 0.3133 df1 = 3.0000 df2 = 151.0000 p = 0.8157
Agreeableness	online	R = 0.2647 R-sq = 0.0700 MSE = 0.6989 F = 3.7912 df1 = 3.0000 df2 = 151.0000 p = 0.0117*
Conscientiousness	online	R = 0.1403 R-sq = 0.0197 MSE = 0.7368 F = 1.0113 df1 = 3.0000 df2 = 151.0000 p = 0.3895
Neuroticism	online	R = 0.2325 R-sq = 0.0541 MSE = 0.7109 F = 2.8770 df1 = 3.0000 df2 = 151.0000 p = 0.0381*
Openness to experience	online	R = 0.2526 R-sq = 0.0638 MSE = 0.7036 F = 3.4300 df1 = 3.0000 df2 = 151.0000 p = 0.0187*	Moderation effect is not significant (p = , 5080)

*p < 0,05

Table 17 Moderating effect of self-esteem on the relationship between personal traits and attitudes towards offline learning

Independent variable	Dependent variable	Model Summary	Moderation Effect
Extraversion	offline	R = 0.3061 R-sq = 0.0937 MSE = 1.1161 F = 5.2029 df1 = 3.0000 df2 = 151.0000 p = 0.0019*	Moderation effect is not significant (p = ,8120)
Agreeableness	offline	R = 0.3124 R-sq = 0.0976 MSE = 1.1113 F = 5.4443 df1 = 3.0000 df2 = 151.0000 p = 0.0014*
Conscientiousness	offline	R = 0.1993 R-sq = 0.0397 MSE = 1.1825 F = 2.0823 df1 = 3.0000 df2 = 151.0000 p = 0.1049
Neuroticism	offline	R = 0.1397 R-sq = 0.0195 MSE = 1.2074 F = 1.0021 df1 = 3.0000 df2 = 151.0000 p = 0.3937
Openness to experience	offline	R = 0.1242 R-sq = 0.0154 MSE = 1.2125 F = 0.7892 df1 = 3.0000 df2 = 151.0000 p = 0.5017

**p < 0,001

According to the tables 16 and 17, the relationship between attitude towards online form of learning and personality traits found significant with Agreeableness (model is significant, p = 0.0117*), neuroticism (model is significant, p = 0.0381*) and openness to experience (model is significant, p = 0.0187*) but Moderation effect is not significant (p = , 5080) with openness to experience in table 16.

Whereas, table 17 shows that the relationship between attitude towards offline form of learning and personality traits found significant with extraversion (model is significant, p = 0.0019*), and Agreeableness (model is significant, p = 0.0014*) but Moderation effect is not significant (p = ,8120) with extraversion in the table 17. Below in Tables 18 - 23 are presented coefficients and effects of the significant moderation models.

Table 18 Model (independent variable - Agreeableness, dependent variable - attitudes towards online learning, moderator - self-esteem)

	Co-eff	SE	t	P
Constant	-2.1632	1.9830	-1.0909	0.2771
Agreeableness	1.4130	0.4947	2.8563	0.0049**
Self-Esteem	1.7798	0.6770	2.6292	0.0094**
Int_1	-0.4272	0.1680	2.5425	0.0120*



**p < 0,01, *p < 0,05

Table 19 Conditional effects of the focal predictor at values of the moderator(s)

Self Esteem	Effect	SE	t	P
2.5000	0.3450	0.1085	3.1807	0.0018**
2.9000	0.1741	0.0851	2.0459	0.0425*
3.5000	-0.0823	0.1319	-0.6237	0.5338

*p < 0,05; **p < 0,01

In the table 18, we found agreeableness (p = 0.0049**), Self-esteem(p = 0.0094**) and their interaction (p= 0.0120*) show statistically significant scores. Further table 19 shows how different levels of self-esteem moderates the relationship between agreeableness and attitude towards online form of learning.

To check moderation effect figure 1 shows that slope of the regression line is different at every value of moderator, i.e. if self-esteem moderation level is low, i.e. 2.50 (p =0.0018**) then there will be positive slope (increase) between student attitude towards online form of learning and agreeableness traits which means if agreeableness traits will be high then student attitude will also rise. Same effect can also be seen at moderate level i.e. 2.90 (p = 0.0425*) with positive slope.

With an increase of the level of self-esteem, the relationship between agreeableness and attitude towards online form of learning becomes negative (but statistically insignificant), and, conversely, with a decrease of the level of self-esteem, the connection becomes significant and positive.



Figure 1

Table 20 Model 2 (independent variable - Neuroticism, dependent variable - attitudes towards online learning, moderator - self-esteem)

	Co-eff	SE	t	P
Constant	-1.8937	2.1993	-0.8610	0.3906
Neuroticism	1.2795	0.5519	2.3184	0.0218*
Self-Esteem	1.6321	0.7002	2.3309	0.0211*
Int_1	-0.3687	0.1789	-2.0607	0.0410*

*p < 0,05

Table 21 Conditional effects of the focal predictor at values of the moderator(s)

Self Esteem	Effect	SE	t	P
2.5000	0.3576	0.1274	2.8076	0.0056**
2.9000	0.2101	0.0850	2.4708	0.0146*
3.5000	-0.0112	0.1318	-0.0980	0.9220

*p < 0,05; **p < 0,01

In the table 20, we found neuroticism (p = 0.0218*), self-esteem (p = 0.0211*) and their interaction (p=0.0410*) demonstrated statistically significant relationship with attitude towards online form of learning. Further table 21 shows how self-esteem moderate neuroticism and attitude towards online form of learning by intersecting at the different level.

To check moderation effect figure 2 shows that - if self-esteem is low i.e. 2.50 (p = 0.0056**) then there will be a significant positive relationship between student attitude towards online form of learning and neuroticism traits which means if neuroticism traits will be high then student attitude will also rise. The same effect can also be seen at moderate level i.e. 2.90 (p = 0.0146*) with a positive slope.

However, if the level of self-esteem increases i.e. 3.50 (p = 0.9220 ) the relationship between neuroticism and attitude towards online form of learning becomes negative (but statistically insignificant)

Figure 2



Table 22 Model 3 (independent variable - Agreeableness, dependent variable - attitudes towards offline learning, moderator - self-esteem)

	Coeff	SE	t	P
Constant	11.0344	2.5005	4.4129	0.0000
Agreeableness	-1.6633	0.6238	-2.6665	0.0085**
Self-Esteem	-2.8637	0.8536	-3.3548	0.0010**
Int_1	0.6527	0.2119	3.0804	0.0025**

**p < 0,01

Table 23 Conditional effects of the focal predictor at values of the moderator (s)

Self Esteem	Effect	SE	t	P
2.4340	-0.0747	0.1458	-0.5124	0.6091
2.9271	0.2471	0.1074	2.3001	0.0228*
3.4202	0.5690	0.1538	3.6998	0.0003**

*p < 0,05; **p < 0,01

In the table 22, we found agreeableness (p = 0.0085**), self-esteem (p = 0.0010**) and their interaction (p=0.0025**) demonstrated significant relationship with attitude towards offline form of learning.

Further table 23 shows how self-esteem moderate agreeableness and attitude towards offline form of learning by intersecting at different level.



Figure 3

To check moderation effect figure 3 shows that - if self-esteem moderation level is low i.e. 2.50 (p = 0.6091) then there will be negative slope (decrease) between student attitude towards offline form of learning and agreeableness traits which means if agreeableness traits will be high then student attitude will rise but later will fall down. At moderate level i.e. 2.90 (p = 0.0228*) there will be positive slope.

However, if moderation level is high i.e. 3.50 (p = 0.0003**) then there will be a positive slope between attitude towards offline form of learning and agreeableness. It means, in case of agreeableness the self-esteem doesn't make negative influence on students attitude towards offline learning even though if the moderation level is low.

Hence, on the basis of our moderation analysis we can say that self-esteem partially moderate relationship between personality traits of the students and their attitude towards different type of learning. Three moderation effects were tested and found:

1. Model 1 (independent variable(IV) - Agreeableness, dependent variable(DV) - attitudes towards online learning, moderator - self-esteem) - if self-esteem is low then there will be positive relationship between Agreeableness & Attitude towards online learning, whereas, if self-esteem is high then there will negative connection.

2. Model 2 (independent variable - Neuroticism, dependent variable - attitudes towards online learning, moderator - self-esteem) - if self-esteem is low then there will be positive relationship between Neuroticism & Attitude towards online learning, whereas, if self-esteem is high then there will be no significant effect on student attitude towards online learning.

3. Model 3 (independent variable - Agreeableness, dependent variable - attitudes towards offline learning, moderator - self-esteem) - if self-esteem is low then there will be a negative relation between Agreeableness & Attitude towards offline learning, whereas, if level of self-esteem is high then there will be positive connection between Agreeableness & Attitude towards offline learning.



9. Discussion

In the pursuit of the aim of the study, a series of the tests and analysis were performed. The current study proves all four hypotheses, i.e. Student with the higher level of Openness to Experience (personality trait) will prefer the online form of learning, International students have a higher level of Agreeableness (personality traits) and conscientiousness (personality traits), International students have a higher level of self-efficacy compared to Russian students, and International students have a higher preference towards offline form of learning. Previous research done in Russia by Nye, Orel & Kochergina (2013) also find a positive role of personality traits in student`s education outcomes. This study enriches the previous results, and also allow you to introduce some classification of Russian and foreign students, their characteristics and preferences at a Russian university.

This study found that self-esteem do moderate the relationship between personality traits of the students and their attitude towards a different type of learning at the different level. These results are found relevant as it proves the previous research finding that conducted by (Du et al. 2017) which argue that individual subjective wellbeing contribute a major role in the change in attitude towards form of learning, and the current study found the same result through moderation effect. In previous studies, mediation role of self-esteem was presented (Arshad et al. 2015). This research explored self-esteem from a different focus, and new contributions were made.

It was also found that the higher level of Self-efficacy among students positively influence students attitude towards the online form of learning and also validate previous research finding that was conducted by (Weber et al., 2019)

It has been found that, the demand of online form of learning has increased in past few years and has a power to reach every corner of the world with the support of internet (Kira & Saade, 2019, Roshchina, Roshchin, & Rudakov, 2018; Gilbert, 2015). But, student dropout rate is also found higher in the online form of learning as online form of learning does not develop in a manner that can evaluate student's psychological wellbeing during the process of learning (Zhang, 2004). hence, the psychological aspects of the students' needs to be considered crucially prior to developing online courses and same has been found in our result.

Overall, the student takes an online course for learning not for social interaction but peer interaction as it is an essential part for the student psychological well-being which cannot be ensured in the online form of learning and same results also found in the study by Du, King and Chi, (2017). From the students perspective, three major requirements can be seen in this study, i.e. timely response and explicit instruction and conducive support (psychological). From the universities perspective, also two factors can be seen in this study - a time of developing online course content, technological support and understanding of tools to use it by the instructor(Gilbert, 2015).



Conclusion

To summarize, it is time to mention that founded results are congruent to previous studies of types of learning and its` predictors. But this study contributes to some new theoretical and empirical findings.

It was demonstrated that international students prefer to study in the traditional form more often than Russians. That can be reasoned by the fact that in the class they can experience positive contacts with mates as representatives of Russians and also have support from other international mates. In this study, international participants were the students who came to Russia to receive education here, so they plan to stay for 1-2 years and period of adaptation to new conditions, new country, new people is very important and more attractive when they interact in university among real people. To know this university can suggest more interactive activities for international students instead of online/offline studying.

It was found that only some personality traits have an impact on self-efficacy and self-esteem. As per our finding self-efficacy found a positive correlation with four personality traits, i.e. openness to experience, conscientiousness, extraversion, and agreeableness. Whereas, self-esteem also correlates with four traits expect agreeableness. As per our findings, it can be said there is a statistical significant relation between four personality traits with self-esteem and self-efficacy.

Previous research argues that self-esteem is an important predictor of subjective well-being which can also help to understand individual self-happiness among groups and the same found in the current study. It was found that self-esteem mediates the relationship between attitude towards form of learning and personality traits(Arshad et.al, 2015)..

Besides this, the questionnaire of attitudes towards different types of learning was created. In pandemic this scale can be used to understand and correct individual plans of students in Universities and also can help lectures to understand how to plan their lectures - to provide more face-to-face interactions and group work or use different platforms and give tasks with searching and preparing materials via internet.

Last, this study was done on Russian sample and helps to look on education mechanisms deeper. All scales were checked and demonstrated high reliability and can be used in future research.

Limitation of study

This research is solely conducted in Higher School Of Economics, Moscow, which can be considered as a limitation of the current study. The data has consisted more Russian student than International, and especially gender ratio was also recorded imbalance as the Higher school of economics has more female student than male. Income variable was also missed to measure in the current study; hence, the future study can consider this point for the better outcome. As socio-economic status do influence students attitude. And last religious-based data was sufficient in the current study; hence future study can work more on religion question and get a more significant result in religious perspective.

Forward

This research can help the university to identify the gap and challenge while developing online course & offline/traditional form of course by considering students psychological needs, technological aspect, other socio-economic, and socio-demographic dimension. This research will be able to help the instructor to find out the major connection between psychological factors and form of learning and will help them to design course content in the context of the student. It will also help the university and institutions to understand the types of psychological tools to develop course content especially for the marginalised section of the society and would provide conducive space and able disseminate mainstream knowledge by their hand.



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Appendix A

Modified Self-Efficacy using the four point scale below, indicate your agreement with each item by placing the appropriate number on the line preceding that item.

I can always manage to solve difficult problems in my learning if I try hard enough.

	1	2	3	4
Not at all true					Extremely true

If someone opposes my opinion during learning process, I can find the means and ways to get what I want

	1	2	3	4
Not at all true					Extremely true

It is easy for me to prepare my learning plan and accomplish my goals.

	1	2	3	4
Not at all true					Extremely true

I am confident that I could deal with any assignment efficiently with unexpected events.

	1	2	3	4
Not at all true					Extremely true



Thanks to my resourcefulness to accomplishing my learning skills, I know how to handle unforeseen situations.

	1	2	3	4
Not at all true					Extremely true

I can solve most problems in my university assignment if I invest the necessary effort.

	1	2	3	4
Not at all true					Extremely true

I can remain calm when facing difficulties in process of learning because I can rely on my coping abilities.

	1	2	3	4
Not at all true					Extremely true

When I am confronted with a problem in learning process, I can usually find several solutions.

	1	2	3	4
Not at all true					Extremely true

If I am in trouble to solve the homework, I can usually think of a solution

	1	2	3	4
Not at all true					Extremely true

I can usually handle whatever homework/assignment comes on my way.

	1	2	3	4
Not at all true					Extremely true



Appendix B

Attitude Towards Online form of Learning

Using the 1 - 5 scale below, indicate your agreement with each item by placing the appropriate number on the line preceding that item.

I think that online courses are relevant for my education

	1	2	3	4	5
Strongly Disagree						Strongly Agree

I think that having online course can help me to be more efficient than other students

	1	2	3	4	5
Strongly Disagree						Strongly Agree

I think online courses should be introduced at each level of university

	1	2	3	4	5
<...

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