摘要
采用多元线性回归分析方法,考察特定样本中人格特质与数字技术课程学习成效之间的相关性。研究结果显示,大五人格维度中,开放性对学习成效的影响不显著;责任感与学习成效呈显著正相关;神经质则与理论知识掌握、手机设置能力及生活应用技能呈现负相关;宜人性正向影响数字化艺术娱乐、手机设置及生活应用模块的学习;外倾性与学习成效关联不显著。在此基础上,研究进一步探讨了人格特质与数字技术学习成效之间的因果路径,强调了自我效能感及社交互动等调节因素的作用,并据此提出了针对性的教学策略改进建议。
Research on the influence of personality traits on the effectiveness of digital technology learning among older adults is relatively limited.This study employs multiple linear regression analysis to investigate the relationship between personality traits and the effectiveness of digital technology courses designed to enhance information literacy within a specific sample.Thefindings reveal that,among the bigfive personality dimensions,openness does not significantly impact learning outcomes,while conscientiousness shows a significant positive correlation with learning effectiveness.Neuroticism is found to negatively affect the mastery of theoretical knowledge,mobile phone settings,and life application skills.Conversely,agreeableness positively influences learning outcomes in digital art and entertainment,mobile phone settings,and life application modules.Extroversion,however,does not demonstrate a significant association with learning results.Furthermore,the study examines the causal pathways connecting personality traits to digital technology learning outcomes,emphasizing the roles of self-efficacy and social interaction as moderating factors.Based on these insights,the study suggests targeted improvements to teaching strategies to better accommodate the diverse personality profiles of older learners.
作者
苏绚
SU Xuan(The Open University of Shantou,Shantou,Guangdong,China,515041)
出处
《广东开放大学学报》
2024年第5期14-21,共8页
JOURNAL OF GUANGDONG OPEN UNIVERSITY
基金
2022年广东开放大学社会服务专项课题项目重点项目“基于信息素养老年智能手机课程设置与资源库的建立”(SFZD202205)阶段性研究成果
2022年广东省继续教育质量提升工程建设类项目优质继续教育网络课程“基于信息素养的老年教育智能手机网络课程”(JXJYGC2022DS061)阶段性研究成果。
关键词
老年教育
人格特质
自我效能感
特质激活理论
elderly education
personality traits
self-efficacy
trait activation theory
