Abstract
Since the outbreak of the pandemic, a large number of university students have been required to adapt to e-learning. E-learning engagement, a key indicator of academic success, is thus a great concern of educational partitioners and researchers. Although previous studies have identified various determinants of e-learning engagement, there is a paucity of research that examines the associations between university students' personalities and their engagement in e-learning. Moreover, the mechanisms underlying the personality-engagement relationship are still poorly understood. The present study used the five-factor model of personality as the main theoretical framework to explore how students with different personality traits engaged in e-learning. Additionally, it examined whether achievement emotions and adaptability mediated the personality-engagement relationship in the e-learning context. A sample of 1004 students enrolled at Guizhou University participated in an online survey to collect data for the study. Employing structural equation modeling, the findings unveiled several significant results: (1) extroversion, agreeableness, openness to new experiences, and conscientiousness exhibited positive associations with e-learning engagement, (2) neuroticism demonstrated a negative relationship with e-learning engagement, (3) the mediating effect of enjoyment as an achievement emotion was observed between personality traits (excluding neuroticism) and e-learning engagement, (4) adaptability played a mediating role in the relationship between personality traits (excluding conscientiousness and neuroticism) and e-learning engagement, and (5) the negative achievement emotion of anxiety did not operate as a mediator between personality traits and e-learning engagement. This study enriches the understanding of the relationship between personality and engagement in the emerging field of e-learning. Moreover, it offers a fresh perspective on how to investigate mechanisms underlying the relationship between personality and engagement in the e-learning context. The findings could provide a basis for instructors who wish to deploy emotional and adaptability interventions to increase university students’ engagement in e-learning.
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Acknowledgements
The authors would like to extend sincere gratitude to anonymous reviewers and those who contribute to this study. This work is supported by Key Research and Application Project of the Key Laboratory of Key Technologies for Localization Language Services of the State Administration of Press and Publication, “Research on Localization and Intelligent Language Education Technology for the 'Belt and Road Initiative” (Project Number: CSLS 20230012), Special fund of Beijing Co-construction Project-Research and reform of the “Undergraduate Teaching Reform and Innovation Project” of Beijing higher education in 2020-innovative “multilingual +” excellent talent training system (202010032003), The Fundamental Research Funds for the Central Universities, and the Research Funds of Beijing Language and Culture University (23YCX004), and Beijing Language and Culture University Excellent Doctoral Dissertation Cultivation Program Funding Project.
Funding
This work is supported by Key Research and Application Project of the Key Laboratory of Key Technologies for Localization Language Services of the State Administration of Press and Publication, “Research on Localization and Intelligent Language Education Technology for the 'Belt and Road Initiative” (Project Number: CSLS 20230012), Special fund of Beijing Co-construction Project-Research and reform of the “Undergraduate Teaching Reform and Innovation Project” of Beijing higher education in 2020-innovative “multilingual +” excellent talent training system (202010032003), The Fundamental Research Funds for the Central Universities, and the Research Funds of Beijing Language and Culture University (23YCX004), and Beijing Language and Culture University Excellent Doctoral Dissertation Cultivation Program Funding Project.
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Rong Wu: Methodology, Investigation, Editing, and Writing-Original Draft.
Zhonggen Yu: Conceptualization and Funding acquisition.
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Zhonggen Yu, Research Fellow of Academy of International Language Services and Director of Center for Intelligent Language Education Research, National Base for Language Service Export, Beijing Language and Culture University.
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Wu, R., Yu, Z. Relationship between university students’ personalities and e-learning engagement mediated by achievement emotions and adaptability. Educ Inf Technol 29, 10821–10850 (2024). https://doi.org/10.1007/s10639-023-12222-5
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DOI: https://doi.org/10.1007/s10639-023-12222-5