Abstract:

The global COVID-19 pandemic has caused a significant increase in stress levels among a large number of people. University students around the world are one such group who have been greatly affected. Students in Higher Education have had to suddenly adapt to online education with limited guidance from their institutions. It is known that the way individuals perceive and respond to stress varies depending on their personality traits. This presentation shares the results of a study which focused on 293 undergraduate students from a Japanese university where face-to-face education was prohibited for almost 24-months. The study investigates how personality influences the perceived effectiveness of socially distanced online education, considering both general life stress and stress related to online learning. The findings of the study reveal that the personality trait of conscientiousness had a positive impact, while neuroticism had a negative impact on the perceived effectiveness of online education. These effects were shown to be mediated through general life stress and stress related to online learning. Interestingly, extroverted students experienced higher levels of stress related to online learning due to the absence of face-to-face social interactions, whereas neurotic students were primarily affected by general life stressors. Taking into account personality traits and stress responses, the presentation discusses potential improvements in education and appropriate teaching methods for the delivery of socially distanced online education in times of crisis.

Keywords:

COVID-19, Education, Personality, Stress.