The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willi...

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Autores principales:	Christoph Randler, Mehmet Barış Horzum, Christian Vollmer
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	personality morningness-eveningness distance learning willingness anxiety Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/95cde47c791a49b39269d07ffa4af84c
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spelling	oai:doaj.org-article:95cde47c791a49b39269d07ffa4af84c2021-12-02T19:25:28ZThe influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey10.19173/irrodl.v15i6.19281492-3831https://doaj.org/article/95cde47c791a49b39269d07ffa4af84c2014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1928https://doaj.org/toc/1492-3831 There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types. Christoph RandlerMehmet Barış HorzumChristian VollmerAthabasca University Pressarticlepersonalitymorningness-eveningnessdistance learningwillingnessanxietySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 6 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	personality morningness-eveningness distance learning willingness anxiety Special aspects of education LC8-6691
spellingShingle	personality morningness-eveningness distance learning willingness anxiety Special aspects of education LC8-6691 Christoph Randler Mehmet Barış Horzum Christian Vollmer The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey
description	There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.
format	article
author	Christoph Randler Mehmet Barış Horzum Christian Vollmer
author_facet	Christoph Randler Mehmet Barış Horzum Christian Vollmer
author_sort	Christoph Randler
title	The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey
title_short	The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey
title_full	The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey
title_fullStr	The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey
title_full_unstemmed	The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey
title_sort	influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in turkey
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/95cde47c791a49b39269d07ffa4af84c
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The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

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