How personality traits and academic motivation affect engagement in synchronous online university courses

Abstract

Previous research has shown that extraversion, conscientiousness, and intrinsic motivation are related to engagement in synchronous online university courses in general and through tool use (chat, camera, and audio). The objective of the current study was to investigate the effects of personality traits and academic motivation on engagement in synchronous online university courses. No previous research had investigated this question with an emphasis on specific channels that allow for engagement in synchronous online courses such as cameras and chat functions, so the current study aimed to rectify this omission. The participants for this study (n = 178) were recruited through the University of Regina Participant Pool. The participants were administered three inventories/self-report measures pertaining to their personality traits (BFI-2), academic motivation (AMS-C 28), and engagement (USEI) as well as a demographics questionnaire. Extraversion, conscientiousness, and the opposite of negative emotionality as well as intrinsic motivation were statistically significant predictors of engagement in synchronous university courses in general and via camera use, chat function use, and speaking aloud. Some effects may not have been discovered due to not having delved into the levels of facets for personality traits and specific styles of intrinsic and extrinsic academic motivation. The results of the current study inform the practical understanding of how students engage in online courses and could inform online course design. The results lend support to the Five-Factor Model of personality, three-factor model of academic motivation, and three-factor model of student engagement.