The Relationship Between Extrovert/Introvert Attributes and Feedback on Students' Achievements

Extroversion and introversion are two of the personality variables mentioned in the context of learning and achievements. The present article examines the performance of students in a distance learning environment, focusing on the issue of the distinct effect of specific personality attributes (in t...

Full description

Saved in:
Bibliographic Details
Published in:International journal of distance education technologies 2019-04, Vol.17 (2), p.1-17
Main Author: Zeichner, Orit
Format: Article
Language:English
Subjects:
Academic Achievement
Cognitive style
Correlation
Curricula
Distance Education
Distance learning
Education
Educational objectives
Electronic Learning
Extraversion Introversion
Extroversion
Feedback
Feedback (Response)
Foreign Countries
High School Students
Introversion
Knowledge
Motivation
Online Courses
Perceptions
Personality
Personality Measures
School environment
Student Motivation
Students
Variables
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Extroversion and introversion are two of the personality variables mentioned in the context of learning and achievements. The present article examines the performance of students in a distance learning environment, focusing on the issue of the distinct effect of specific personality attributes (in this case, extroversion and introversion). The study included 171 respondents divided into three research groups. Each group received a different form of feedback – content feedback, effort feedback and ability feedback. Significant differences were found between the groups that received ability or effort feedback and the group that received only content feedback. Relationships were found between extroversion-introversion and the changes that occurred in motivation and achievements. It seems that extroverts benefited considerably from ability and effort feedback rather than content feedback.
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.2019040101