Table_1_Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits.DOCX

During the COVID-19 pandemic, online teaching modes were found vital to continue students’ learning process, but sustainable implementation of online teaching models is an area of concern for policymakers. Psychiatrists are also eager to know students’ behavior toward learning and modes of teaching during COVID-19. We have drawn a model based on the big five personality traits to study students’ satisfaction with online teaching modes and their adoption intentions toward online teaching modes. We have collected data from 718 bachelor’s and master’s level students from four different universities. We have applied the SEM-ANN dual-stage approach to test personality traits’ influence and ranked them based on their normalized importance. The results revealed that agreeableness, conscientiousness, neuroticism, and openness positively influence students’ satisfaction with online teaching models, but that extraversion negatively influences their satisfaction. Agreeableness, extraversion, and neuroticism positively impact, but openness negatively influences. Conscientiousness does not affect adoption intention. Furthermore, agreeableness is the most significant, and conscientiousness is the least important factor for students to adopt online teaching modes. The findings of the study have useful perceptiveness for educational policymakers, academics, and psychiatrists.

在新型冠状病毒肺炎（COVID-19）大流行期间，在线教学模式被证明是维持学生学习进程的关键手段，但在线教学模式的可持续实施始终是政策制定者关注的重点议题。精神科医师也希望了解疫情期间学生的学习行为与教学模式偏好。本研究基于大五人格特质（Big Five Personality Traits）构建模型，旨在探究学生对在线教学模式的满意度及其采用意愿。我们从四所不同高校的718名本科及硕士研究生处收集了相关数据。本研究采用SEM-ANN双阶段方法检验人格特质的影响效应，并基于标准化重要性对各特质进行排序。研究结果显示，宜人性、尽责性、神经质与开放性对学生的在线教学满意度存在正向影响，而外向性则对其满意度产生负向影响；宜人性、外向性与神经质对在线教学的采用意愿存在正向影响，而开放性则产生负向影响，尽责性对采用意愿无显著影响。此外，在学生采用在线教学模式的影响因素中，宜人性是影响最为显著的因子，尽责性则是影响最弱的因子。本研究的发现可为教育政策制定者、学术研究者以及精神科医师提供具有参考价值的实践启示。