Cristina Gena Dascălu, Magda Ecaterina Antohe, Doriana Agop-Forna, Norina Forna
Abstract
The online learning is a modern trend in universities around the world and will certainly become an important partner in all academic programs of the coming years. The students major challenge is to adapt to the requirements of the new teaching tools, changing their learning style and the expectations they have from the academic teaching programs, in order to be performant. Of great use in this approach is the temperamental structure of each individual and his ability to focus on achieving the proposed goals and to be consistent, which can only be identified and quantified through psychological evaluations. We conducted a study between 2020 and 2022, on a sample of 551 students, 23.8% males and 76.2% females, with an average age of 21.78 ± 3.736 years; we invited them to specify their opinion about the online education in which they participated during the pandemics and we correlated their answers with their psychological learner profile, evaluated using the Motivational Persistence Scale. The study confirms our working hypothesis, according to which the students with high scores on the Motivational Persistence Scale and a strong will to get involved in achieving long-term goals and fulfilling the current tasks, have also favorable opinions about the online learning, while the students who don’t generally agree with the online learning, being highly aware by its disadvantages, are also less motivated and consistent in reaching the goals they set up.
DOI : 10.6261/RJOR.2024.1.16.34
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