ABSTRACT This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs.

中文翻译：

---

个性对教学方式选择和学生表现的影响

摘要 本研究旨在调查大学生的个性特征与他们的教学选择（在线或面对面）之间的关系，以及这种选择是否在个性和学业成绩之间起到中介作用。一百八十八名本科生可以选择在线或面对面学习相同的通识教育课程。学生在本课程结束时完成了五大清单 (BFI)。使用贝叶斯回归课程建模框架，我们发现尽责性和宜人性与教学方式的选择有关。责任心得分较高而宜人性得分较低的学生倾向于选择在线环境。无论课程环境如何，尽责性也是学业成绩的直接预测因素。这些结果表明，为了找到学生与学习环境之间的最佳契合点，重要的是要确定表明在线和传统面对面课程成功的个性特征，以帮助学生成为更有效率的学习者并协助教师设计优质课程以满足学生的需求。