DC FieldValueLanguage
dc.contributor.authorSahinidis, Alexandros-
dc.contributor.authorTsaknis, Panagiotis A.-
dc.date.accessioned2024-06-26T07:21:04Z-
dc.date.available2024-06-26T07:21:04Z-
dc.date.issued2021-01-01-
dc.identifierscopus-85124749246-
dc.identifier.isbn978-3-030-66154-0-
dc.identifier.issn2198-7254-
dc.identifier.issn2198-7246-
dc.identifier.other85124749246-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/2604-
dc.description.abstractThe purpose of this paper is to contribute to the literature on exploring the relationship between personality factors and student satisfaction with synchronous online academic learning. Currently, the relevant studies of abrupt adoption of the synchronous online teaching are scarce, leaving a gap in our understanding of what the relationship between personality and satisfaction with synchronous online academic learning is. A questionnaire-based survey was employed for the data collection. There were overall 555 usable questionnaires answered by students, at a Greek public university located in Athens during the lockdown period from March to April 2020. The size of the sample allows us to proceed with reliable statistical analyses and produce valid conclusions. The structure of the observed correlations was determined by the factor analysis method identifying the groups of variables that have a high correlation. Five factors retained (openness, conscientiousness, extraversion, agreeableness, neuroticism). The findings indicate that openness and conscientiousness have strong positive influence on student satisfaction while neuroticism has negative. Extraversion and agreeableness did not relate to the dependent variable. Future studies could test the validity of the findings reported here, in different contexts and inquire the potential existence of latent variables which may be confounding the relationships discussed in this paper. The present study’s findings may help college administrators design more effective academic programs in more efficient manners.en_US
dc.language.isoenen_US
dc.relation.ispartofStrategic Innovative Marketing and Tourism in the COVID-19 Era: 9th ICSIMAT Conference 2020en_US
dc.relation.ispartofseriesSpringer Proceedings in Business and Economicsen_US
dc.subjectBig five personalityen_US
dc.subjectFive factor modelen_US
dc.subjectOnline learningen_US
dc.subjectPersonality traitsen_US
dc.subjectSatisfaction with synchronous online academic learningen_US
dc.subjectSynchronous online academic learningen_US
dc.subjectUniversity student learningen_US
dc.titleExploring the Relationship of the Big Five Personality Traits with Student Satisfaction with Synchronous Online Academic Learning: The Case of Covid-19-Induced Changesen_US
dc.typeConference Paperen_US
dc.relation.conference9th ICSIMAT 2020 (Virtual) International Conference on Strategic Innovative Marketing and Tourism in COVID-19 Era: Challenges and Prospects, 26-28 September 2020en_US
dc.identifier.doi10.1007/978-3-030-66154-0_10en_US
dc.identifier.scopus2-s2.0-85124749246-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Business Administrationen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage87en_US
dc.identifier.epage94en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.fulltextNo Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.openairetypeConference Paper-
item.languageiso639-1en-
item.grantfulltextnone-
crisitem.author.deptDepartment of Business Administration-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-7564-5813-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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