The Unanticipated Virtual Year: How the Big 5 Personality Traits of Openness to Experience and Conscientiousness Impacted Engagement in Online Classes during the COVID-19 Crisis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The COVID-19 crisis dramatically impacted how academic classes were taught. The present two studies used two-wave prospective longitudinal designs (following two separate cohorts of university students) to examine the predictive role of the Big 5 personality traits of openness to experience and conscientiousness on students’ engagement in online classes. Students were asked to report on their levels of motivation and self-efficacy for engagement in online classes. Results suggest that during the Fall 2020 semester the trait of openness to experience may have allowed students to be more engaged in online classes. However, openness to experience was no longer associated with greater engagement during the Winter 2021 semester. Instead, during this second online semester, conscientiousness emerged as the best predictor of heightened engagement in online classes. Interestingly, results suggest that openness to experience and conscientiousness may have different pathways: the benefit of openness to experience was mediated by intrinsic motivation whereas that of conscientiousness by self-efficacy.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it