Who excels in online learning in Japan?
IntroductionThis study aims to elucidate the impact of Big Five personality traits on learning behaviors and outcomes in online education. Given the increasing reliance on digital learning platforms, understanding individual differences in learning performance is crucial, particularly in the Japanes...
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1420996/full |
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| author | Eisuke Tokiwa |
| author_facet | Eisuke Tokiwa |
| author_sort | Eisuke Tokiwa |
| collection | DOAJ |
| description | IntroductionThis study aims to elucidate the impact of Big Five personality traits on learning behaviors and outcomes in online education. Given the increasing reliance on digital learning platforms, understanding individual differences in learning performance is crucial, particularly in the Japanese context.MethodsData were collected from 103 third-year high school students in Tokyo, utilizing the online learning platform “Study Sapuri” and a personality traits questionnaire (BFI-2-J). Learning behaviors were assessed through system logs, while personality traits were measured using a validated psychological scale. Spearman correlation analysis was employed to examine the relationships between these variables. The correlation calculations were based on Equations 1-3, which provide the framework for assessing relationships between variables.ResultsThe analysis revealed that conscientiousness had the strongest positive influence on learning outcomes, with students scoring high in conscientiousness achieving superior results, particularly in STEM subjects. Additionally, agreeableness was positively associated with learning behaviors, such as the number of video content views on the platform. In contrast, extraversion showed varying effects depending on its facets: assertiveness positively influenced learning outcomes, while sociability was associated with a more passive approach. Moreover, students with high levels of neuroticism tended to adopt a cautious attitude toward learning, which was linked to longer study durations and potentially higher learning quality.DiscussionThese findings highlight the role of personality traits in shaping online learning engagement and effectiveness. The study also suggests that Japan’s cultural context may influence the relationship between personality traits and academic performance, leading to outcomes for extraversion and neuroticism that differ from those observed in other countries. The implications of these results for personalized learning strategies and digital education design are discussed. |
| format | Article |
| id | doaj-art-73d12dad5ef149918f2feca654abdbf8 |
| institution | OA Journals |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-73d12dad5ef149918f2feca654abdbf82025-08-20T02:11:09ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-05-011610.3389/fpsyg.2025.14209961420996Who excels in online learning in Japan?Eisuke TokiwaIntroductionThis study aims to elucidate the impact of Big Five personality traits on learning behaviors and outcomes in online education. Given the increasing reliance on digital learning platforms, understanding individual differences in learning performance is crucial, particularly in the Japanese context.MethodsData were collected from 103 third-year high school students in Tokyo, utilizing the online learning platform “Study Sapuri” and a personality traits questionnaire (BFI-2-J). Learning behaviors were assessed through system logs, while personality traits were measured using a validated psychological scale. Spearman correlation analysis was employed to examine the relationships between these variables. The correlation calculations were based on Equations 1-3, which provide the framework for assessing relationships between variables.ResultsThe analysis revealed that conscientiousness had the strongest positive influence on learning outcomes, with students scoring high in conscientiousness achieving superior results, particularly in STEM subjects. Additionally, agreeableness was positively associated with learning behaviors, such as the number of video content views on the platform. In contrast, extraversion showed varying effects depending on its facets: assertiveness positively influenced learning outcomes, while sociability was associated with a more passive approach. Moreover, students with high levels of neuroticism tended to adopt a cautious attitude toward learning, which was linked to longer study durations and potentially higher learning quality.DiscussionThese findings highlight the role of personality traits in shaping online learning engagement and effectiveness. The study also suggests that Japan’s cultural context may influence the relationship between personality traits and academic performance, leading to outcomes for extraversion and neuroticism that differ from those observed in other countries. The implications of these results for personalized learning strategies and digital education design are discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1420996/fullBig Five personality traitslearning behavior in digital systemsonline learningself-regulated learningCOVID-19 |
| spellingShingle | Eisuke Tokiwa Who excels in online learning in Japan? Frontiers in Psychology Big Five personality traits learning behavior in digital systems online learning self-regulated learning COVID-19 |
| title | Who excels in online learning in Japan? |
| title_full | Who excels in online learning in Japan? |
| title_fullStr | Who excels in online learning in Japan? |
| title_full_unstemmed | Who excels in online learning in Japan? |
| title_short | Who excels in online learning in Japan? |
| title_sort | who excels in online learning in japan |
| topic | Big Five personality traits learning behavior in digital systems online learning self-regulated learning COVID-19 |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1420996/full |
| work_keys_str_mv | AT eisuketokiwa whoexcelsinonlinelearninginjapan |