Who prefer online education? The Big-Five personality traits and Political Science students’ preferences for online education

Session

Political Sciences and Security

Description

The Big Five personality model is being currently applied to predict individual behavior in a wide range of human activity, including health behavior, substance abuse, belief systems, and a wide range of other political and social and behavior. Converged at five personality traits, Agreeableness, Conscientiousness, Extraversion, Neuroticism and Openness, the Big-Five model offers a set of priors to understand and explain human behavior. Agreeableness is the personality trait that motivates feelings of empathy, solidarity and care, and leads people to feel for other people’s pain, care for them, and join social justice causes; Conscientiousness motivates quest for order and predictability, and lead people toward cautious and conservative behavior, resistant to change and new ideas; Extraversion motivates gregariousness, sociability, aperture to new friendships and other social relationships, participations in human gatherings, as well as political and social protests and revolts; Neuroticism motivates excessive concerns about own and world affairs, anxiety and uneasy about how events unfold around the individual, depressive behavior and worrisome expectations; and Openness motivates readiness to embrace and get involved in new adventures, innovation, ideas and actions. However, although the Big-Five personality model has emerged almost simultaneously with the online education, thus far it has managed to evade scholarly attention on how it can explain preferences for online education. We consider this an important research question, since it can help to build online curricula with an eye toward expected individuals who are taking online courses, but also on how to advertise online education to people with personality traits that could motivate behavior resistant to online education. We use a sample of 2000 students of Political Science, Public Administration, Public Policy, Social Policy, European Studies and Security Studies in 22 universities in Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia to test the hypotheses that high in Openness would positively predict student preference for online education; high Agreeableness and Conscientiousness would negatively predict student preferences for online education; whereas we are not able to build any prediction on online education preferences of students who are high in Extraversion and Neuroticism. We have measured student personality with the 50-item IPIP test, and their preferences for online education with a straightforward question responded on an 11-point Likert scale.

Keywords:

Political Science students, Big Five personality model, online education, personality traits, Openness

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-982-15-3

Location

UBT Kampus, Lipjan

Start Date

25-10-2024 9:00 AM

End Date

27-10-2024 6:00 PM

DOI

10.33107/ubt-ic.2024.104

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Oct 25th, 9:00 AM Oct 27th, 6:00 PM

Who prefer online education? The Big-Five personality traits and Political Science students’ preferences for online education

UBT Kampus, Lipjan

The Big Five personality model is being currently applied to predict individual behavior in a wide range of human activity, including health behavior, substance abuse, belief systems, and a wide range of other political and social and behavior. Converged at five personality traits, Agreeableness, Conscientiousness, Extraversion, Neuroticism and Openness, the Big-Five model offers a set of priors to understand and explain human behavior. Agreeableness is the personality trait that motivates feelings of empathy, solidarity and care, and leads people to feel for other people’s pain, care for them, and join social justice causes; Conscientiousness motivates quest for order and predictability, and lead people toward cautious and conservative behavior, resistant to change and new ideas; Extraversion motivates gregariousness, sociability, aperture to new friendships and other social relationships, participations in human gatherings, as well as political and social protests and revolts; Neuroticism motivates excessive concerns about own and world affairs, anxiety and uneasy about how events unfold around the individual, depressive behavior and worrisome expectations; and Openness motivates readiness to embrace and get involved in new adventures, innovation, ideas and actions. However, although the Big-Five personality model has emerged almost simultaneously with the online education, thus far it has managed to evade scholarly attention on how it can explain preferences for online education. We consider this an important research question, since it can help to build online curricula with an eye toward expected individuals who are taking online courses, but also on how to advertise online education to people with personality traits that could motivate behavior resistant to online education. We use a sample of 2000 students of Political Science, Public Administration, Public Policy, Social Policy, European Studies and Security Studies in 22 universities in Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia to test the hypotheses that high in Openness would positively predict student preference for online education; high Agreeableness and Conscientiousness would negatively predict student preferences for online education; whereas we are not able to build any prediction on online education preferences of students who are high in Extraversion and Neuroticism. We have measured student personality with the 50-item IPIP test, and their preferences for online education with a straightforward question responded on an 11-point Likert scale.