The purpose of this paper is to explore how specific personality traits influence students’ self-efficacy and satisfaction in online learning environments.
Data was collected from 256 undergraduate business students at a public university in New Jersey. The findings regarding different personality traits, efficacy and satisfaction were analyzed using Structural Equation Modeling.
The analysis revealed that Neuroticism negatively affects General Self-Efficacy. Conversely, Openness to Experience positively relates to General Self-Efficacy. General Self-Efficacy strongly predicts Online Learning Self-Efficacy, and Online Learning Self-Efficacy directly increases satisfaction with online learning.
The findings highlight that personality traits hold significant implications for how educational institutions and business organizations operate their online learning programs.
The findings offer important insights that can be used to inform pedagogical strategies and pre-training assessments in broader organizational contexts.
This paper integrates individual trait analysis to highlight its potential in enhancing online learning outcomes.
