Stress Mediates the Relationship between Personality and the Affordance of Socially Distanced Online Education
Stress Mediates the Relationship between Personality and the Affordance of Socially Distanced Online Education
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压力调节人格与社交距离在线教育的可承受性之间的关系
DOI：
10.1155/2022/9719729
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发表时间：
2022
影响因子：
10.3
通讯作者：
Rivers Damian J.
中科院分区：
文献类型：
--
作者：
福村 真紀子;三代 純平;福村真紀子・三代純平;福村真紀子;Kayo Fujimura-Wilson;Kayo Fujimura-Wilson;Kayo Fujimura-Wilson;Kayo Fujimura-Wilson;Kayo Fujimura-Wilson;Kayo Fujimura-Wilson;Rivers Damian J.;Kayo Fujimura-Wilson;Rivers Damian J.
新型冠状病毒大流行使大量人群的生活压力大大增加。作为这样一个群体，世界各地的大学生都经历了向提供社交远程在线教育的突然转变，而这往往是在缺乏连贯的制度计划的情况下。个体间压力评估和反应机制的差异部分由性格决定。本文以一所日本大学的293名本科生为样本，在禁止面对面教育的情况下，通过广义生活压力和在线学习压力评估，研究了个性对社交远程在线教育提供性的影响。重新调整的结构模型返回了可接受的拟合优度，占标准方差的31.6%。通过广义生活压力评估和网络学习压力评估，发现责任心（正向）和神经质（负向）对社交远程网络教育的提供性具有显著的中介影响。此外，在缺乏面对面的社会互动的情况下，该模型显示，外向的学生比神经质的学生经历了更大的在线学习压力评估。然而，神经质学生受到广义生活压力评价的负面影响，而对网络学习压力评价没有负面影响。根据个性特征和压力评估，讨论了与教育改进和适当的教学方法有关的结果，以提供社会远程在线教育。
The novel coronavirus pandemic has made life significantly more stressful for large populations of people. As one such demographic, university students worldwide have experienced a sudden shift toward the provision of socially distanced online education, often in the absence of a coherent institutional plan. The mechanisms of stress appraisal and response differ between individuals in part determined by personality. With a sample of 293 undergraduate students at a Japanese university operating under prohibitions relating to face‐to‐face education, this article examines the impact of personality on the affordance of socially distanced online education mediated through generalized life stress and online learning stress appraisal. A retrimmed structural model returned an acceptable goodness of fit accounting for 31.6% of the criterion variance. The model indicates that conscientiousness (positive) and neuroticism (negative) hold a significant mediated impact on the affordance of socially distanced online education through generalized life stress and online learning stress appraisal. Moreover, and in the absence of face‐to‐face social interaction, the model shows that extroverted students experience greater online learning stress appraisals than neurotic students. Neurotic students were, however, negatively impacted by appraisals of generalized life stress but not online learning stress. Informed by personality characteristics and stress appraisals, the outcomes are discussed in relation to educational improvements and appropriate pedagogies for the delivery of socially distanced online education.