Exploring the Relationship Between Personality Traits and e-Learning Autonomy of Distance Education Students

Mehmet Fırat

doi:10.55982/openpraxis.14.4.155

Exploring the Relationship Between Personality Traits and e-Learning Autonomy of Distance Education Students

Open Praxis

Volume 14 (2022): Issue 4

By: Mehmet Fırat

Open Access

|Dec 2022

Abstract

Understanding the relationship between personality traits and e-learning autonomy can help to provide tailored e-learning environments and student support. Although the related literature is rich regarding learner autonomy and personality traits, there is a dearth of research exploring the predictive relationship. This research investigates the relationship between personality traits and e-learning autonomy of distance education students. Data was collected using the Big 5 Personality Traits and e-Learning Autonomy scales from 3435 distance education students of Anadolu University’s Open Education Faculty. Results show that male students have more e-learning autonomy than female students, while female students have higher scores of personality traits except for agreeableness. The e-learning autonomy of distance education students had positive correlations with four personality traits except for neuroticism. Furthermore, extraversion, agreeableness, conscientiousness, and openness were significant predictors of e-learning autonomy behaviors of distance education students.

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Articles in this issue

DOI: https://doi.org/10.55982/openpraxis.14.4.155 | Journal eISSN: 2304-070X

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Language: English

Page range: 280 - 290

Submitted on: Jun 15, 2022

Accepted on: Dec 13, 2022

Published on: Dec 31, 2022

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

© 2022 Mehmet Fırat, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 14 (2022): Issue 4