Personality Traits and Academic Motivation as Predictors of Attitudes Toward Distance Education

This dataset contains the raw data from two independent samples collected for the study titled "Personality Traits and Academic Motivation as Predictors of Attitudes Toward Distance Education: A Multi-Sample Study."
Sample 1 — Motivation Cohort (n = 412): Undergraduate students enrolled at various Turkish universities during the 2019–2020 academic year (54.9% female; mean age = 20.60, SD = 1.50). Participants completed the Attitude Scale toward Distance Learning (ASTDL; Çelik & Uzunboylu, 2022) and the Academic Motivation Scale (AMS; Vallerand et al., 1992; Turkish adaptation: Ünal-Karagüven, 2012). The dataset includes scores for four ASTDL subscales (Perceived Usefulness, Social Presence, Preference for Distance Learning, Preference for Face-to-Face Learning) and seven AMS subscales (intrinsic motivation to know, to accomplish, to experience stimulation; external regulation, introjected regulation, identified regulation; amotivation).
Sample 2 — Personality Cohort (n = 653): Undergraduate students enrolled at various Turkish universities during the 2019–2020 academic year (60.8% female; mean age = 21.30, SD = 2.12). Participants completed the ASTDL and the Big Five Inventory (BFI; John & Srivastava, 1999). The dataset includes scores for four ASTDL subscales and five BFI personality dimensions (Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness to Experience).
Data were collected anonymously via Google Forms with informed consent. No personally identifiable information is included. All participants were volunteers. Ethical approval was granted by the Near East University Scientific Research Ethics Committee (Approval No: YDÜ/EB/2021/663, Date: 07 May 2021). The study was conducted in accordance with ethical research principles.