Proactive Personality and Its Impact on Online Learning Engagement Through Positive Emotions and Learning Motivation

Overview

Journal Sci Rep

Specialty Science

Date 2024 Nov 15

PMID 39548208

Authors

Pingting Fu

Chengjin Gao

Xueyi Chen

Zihao Zhang

Jufeng Chen

Dong Yang

Affiliations

Soon will be listed here.

Abstract

The rapid change in information technology has made online or blended learning a new norm in higher education. However, the problem of low student engagement in online learning is becoming more prominent. This study explores how college students' proactive personality affects their online learning engagement through the mediating effects of positive emotions and learning motivation. A survey was conducted on college students (N = 1049), and the interrelationships among these variables were analyzed using structural equation modeling. The findings unveiled that: proactive personality positively predicts online learning engagement, positive emotions and learning motivation. Positive emotions and learning motivation significantly positively influence online learning engagement. Moreover, Positive emotions also exert a significant positive impact on learning motivation. In addition, the mediation of positive emotions and learning motivation further strengthened a significant positive correlation between proactive personality and online learning engagement. Implications for theory and practice, including the limitations, were discussed accordingly.

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