Skip to main content
SpringerLink
Log in

The Influence of Different Personality Traits on Learning Achievement in Three Learning Situations

  • Conference paper
  • First Online:
Blended Learning. New Challenges and Innovative Practices (ICBL 2017)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 10309))

Included in the following conference series:

Abstract

In order to explore the relationships among learning achievement, personality characteristics and learning context, and to test what kind of personality characteristics are suitable for what kind of learning situation, an experimental study was conducted on 45 college students (24 women, 21 men) in China. Participants were randomly assigned to 6 days of instruction in one of three learning situations: traditional classroom, online learning, and flipped classroom (blended learning). Personality was assessed in terms of the Big Five traits, and achievement scores reflected learning of the course material. Results showed that (1) There were no significant differences in the influence of the three learning situations on learning achievement; (2) Among the Big Five personality traits, Conscientiousness had a significant impact on learners’ academic performance, and positively predicted learning achievement; (3) There was a significant interaction between Openness and learning situation: students with high Openness showed the best performance in the online learning situation, and did worst in the traditional classroom; students with moderate Openness did best in the flipped classroom. The results of this study suggest that in the process of personalized education, we should attach importance to the matching of learning situation and individual differences. This may be especially true in online learning and flipped classroom environments, in order to optimize the learning effect in learners with different personality characteristics.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Anderson, T., Carrison, R.: Theory and Practice of Online Learning. Athabasca University Press (2004)

    Google Scholar 

  2. 丁兴富. 论远程学习的理论和模式. 开放教育研究 03, 17–27 (2006)

    Google Scholar 

  3. 曹莉. 翻转课堂及其在我国的应用研究. 华中师范大学 (2015)

    Google Scholar 

  4. 崔彩英, 孙红卫. 在线学习方式与传统学习方式的对比分析研究. 科技展望 06, 220–221 (2016)

    Google Scholar 

  5. 姜梅芳. 大五人格, 对上司批评的反应和工作绩效的关系研究—从员工可教练性视角. 广东外语外贸大学 (2009)

    Google Scholar 

  6. 陈少华.人格与认知. 北京: 社会科学文献出版社 (4), 10–12 (2005)

    Google Scholar 

  7. Blickle, G.: Personality traits, learning strategies, and performance. Eur. J. Pers. 10(5), 337–352 (1996)

    Article  Google Scholar 

  8. Chamorro-Premuzic, T., Furnham, A.: Personality predicts academic performance: Evidence from two longitudinal university samples. J. Res. Pers. 3(4), 319–338 (2003)

    Article  Google Scholar 

  9. Lounsbury, J.W., Sundstrom, E., Loveland, J.M., et al.: Intelligence, “Big Five” personality traits, and work drive as predictors of course grade. Pers. Individ. Differ. 35(6), 1231–1239 (2003)

    Article  Google Scholar 

  10. Farsides, T., Woodfield, R.: Individual differences and undergraduate academic success: the roles of personality, intelligence, and application. Pers. Individ. Differ. 34(7), 1225–1243 (2003)

    Article  Google Scholar 

  11. Gray, E.K., Watson, D.: General and specific traits of personality and their relation to sleep and academic performance. J. Pers. 70(2), 177–206 (2002)

    Article  Google Scholar 

  12. Dollinger, S.J., Orf, L.A.: Personality and performance in “personality”: conscientiousness and openness. J. Res. Pers. 25(3), 276–284 (1991)

    Article  Google Scholar 

  13. Chamorro-Premuzic, T., Furnham, A., Lewis, M.: Personality and approaches to learning predict preference for different teaching methods. Learn. Individ. Differ. 17(3), 241–250 (2007)

    Article  Google Scholar 

  14. O’Connor, M.C., Paunonen, S.V.: Big Five personality predictors of post-secondary academic performance. Pers. Individ. Differ. 43(5), 971–990 (2007)

    Article  Google Scholar 

  15. Rothstein, M.G., Paunonen, S.V.: Personality and cognitive ability predictors of performance in graduate business school. J. Educ. Psychol. 86(4), 516–530 (1994)

    Article  Google Scholar 

  16. Ehrman, M.E.: The role of personality type in adult language learning: an ongoing investigation. In: Parry, T.S., Stansfield, C.W. (eds.) Language Aptitude Reconsidered. Englewood Cliffs, pp. 126–178. Prentice Hall Regents, N.J. (1990)

    Google Scholar 

  17. 张理义, 高柏良, 黄箭星, 李斌. 学习成绩与青少年个性特征及有关因素的研究. 中国校医 01, 19–21 (1994)

    Google Scholar 

  18. 宋专茂, 吴强, 赵风雪. 学习成绩优良与学习成绩落后大学生的人格特征研究. 社会 心理科学 01, 41–44+24 (2001)

    Google Scholar 

  19. Raad, B.D., Schouwenburg, H.C.: Personality in learning and education: a review. Eur. J. Pers. 10(5), 303–336 (1996)

    Article  Google Scholar 

  20. 钟志贤, 杨蕾. 论在线学习. 现代远距离教育 01, 30–34 (2002)

    Google Scholar 

  21. Gosper, M., Green, D., Mcneill, M., et al.: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching (2008)

    Google Scholar 

  22. Flores, N., Savage, S.J.: Student demand for streaming lecture video: empirical evidence from undergraduate economics classes. Int. Rev. Econ. Educ. 6(2), 57–78 (2007)

    Article  Google Scholar 

  23. Gratton-Lavoie, C., Stanley, D.: Teaching and learning principles of micro economics online: an empirical assessment. Res. Econ. Educ. 40, 3–25 (2009). Winter

    Article  Google Scholar 

  24. Figlio, D.N., Rush, M., Yin, L.: Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. Working paper 16089, National Bureau of Economic Research, Cambridge (2010)

    Google Scholar 

  25. Parsons-Pollard, N., Lacks, T.R., Grant, P.H.: A comparative assessment of student learning outcomes in large online and traditional campus based introduction to criminal justice courses. Crim. Justice Stud. 21, 239–251 (2008)

    Article  Google Scholar 

  26. Lents, N.H., Cifuentes, O.E.: Web-based learning enhancements: video lectures through voice-over powerpoint in a majors-level biology course. J. Coll. Sci. Teach. 39, 38–46 (2009)

    Google Scholar 

  27. Bergmann, J., Sams, A.: Flipped Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education, USA (2012)

    Google Scholar 

  28. Long, T., Logan, J., Waugh, M.: Students’ perceptions of pre-class instructional video in the flipped classroom model: a survey study. In: Searson, M., Ochoa, M. (eds.) Proceedings of Society for Information Technology & Teacher Education International Conference 2014, pp. 920–927. AACE, Chesapeake (2014)

    Google Scholar 

  29. Snowden, K.E.: Teacher perceptions of the flipped classroom: using video lectures online to replace traditional in-class lectures. Thesis Prepared for the Degree of Master of Arts (2012). Accessed from http://digital.library.unt.edu/ark:/67531/metadc149663/m2/1/high_res_d/thesis.pdf

  30. Costa Jr., P.T., McCrae, R.R.: The NEO Personality Inventory. Psycho-logical Assessment Resources, Odessa (1985)

    Google Scholar 

  31. Gupta, B.: Role of personality in knowledge sharing and knowledge acquisition behaviour (2008)

    Google Scholar 

  32. Chamorro-Premuzic, T., Furnham, A.: Personality and Intellectual Competence. Lawrence Erlbaum Associates, Mahwah (2005)

    Google Scholar 

Download references

Acknowledgements

This research is supported by the Research Program Funds of the Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University (2016-04-013-BZK01), (2016-04-003-BZK01) and Financially supported by self-determined research funds of CCNU from the colleges’ basic research and operation of MOE (CCNU15A05047).

Author information

Authors and Affiliations

  1. National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, 430079, China

    Lu Wang

  2. School of Psychology, Central China Normal University, Wuhan, 430079, China

    Yuan Tian, Yuju Lei & Zongkui Zhou

Authors
  1. Lu Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yuan Tian
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yuju Lei
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Zongkui Zhou
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Zongkui Zhou .

Editor information

Editors and Affiliations

  1. The Open University of Hong Kong , Hong Kong, Hong Kong

    Simon K.S. Cheung

  2. City University of Hong Kong , Hong Kong, China

    Lam-for Kwok

  3. Hong Kong Shue Yan University , Hong Kong, Hong Kong

    Will W.K. Ma

  4. The Open University of Hong Kong , Hong Kong, Hong Kong

    Lap-Kei Lee

  5. State University of New York at Oswego , Oswego, New York, USA

    Harrison Yang

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this paper

Cite this paper

Wang, L., Tian, Y., Lei, Y., Zhou, Z. (2017). The Influence of Different Personality Traits on Learning Achievement in Three Learning Situations. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_42

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-59360-9_42

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59359-3

  • Online ISBN: 978-3-319-59360-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation