The effects of personality traits on engagement and class satisfaction in online lessons for junior and high school students

Information and communication technology (ICT) is becoming increasingly prevalent in educational settings, a trend accelerated by the shift to online learning during the COVID-19 pandemic.While online education offers specific benefits-particularly for students with certain anxieties-research shows its overall effectiveness is comparable to traditional face-to-face instruction.However, individual differences significantly influence students' engagement and satisfaction with online learning.This study examined the impact of personality traits on engagement and class satisfaction with online learning in secondary education.Personality was assessed using the Japanese version of the Ten-Item Personality Inventory (TIPI-J), covering five traits: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience.Engagement was categorized into emotional and behavioral components, and satisfaction was measured independently.The sample included 123 junior high school and 392 high school students.Junior high school students exhibited higher levels of Extraversion and Openness, whereas high school students reported greater emotional and behavioral engagement, as well as higher overall class satisfaction with online learning.Regression analyses revealed that higher Agreeableness and Openness were correlated with lower emotional engagement.Among junior high school students, Extraversion negatively predicted engagement.Behavioral engagement was negatively influenced by Agreeableness and Conscientiousness, suggesting that students who typically succeed in structured environments may struggle with the self-directed nature of online learning.Additionally, higher Agreeableness was associated with lower class satisfaction, especially among junior high school students.These findings highlight the significant role of personality traits in shaping online learning experiences.Students with lower social interaction needs may benefit more from online environments, whereas those who thrive in collaborative settings may experience reduced engagement and satisfaction.Recognizing these individual differences is essential to tailoring online education to better support diverse learning needs.