Personality and Progress:A Study on the Effects of Personality Traits on Digital Technology Learning in Older Adults
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.The findings reveal that,among the big five 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.
elderly educationpersonality traitsself-efficacytrait activation theory
NETL
NSTL
万方数据
