This paper discusses the role that personality characteristics, specifically an individual's core self-evaluations, play in providing positive distance learning, performance and satisfaction. Drawing from the broader remote work research and the Distance Education Candidate Model (Van Slyke, Kittner, & Belanger, 1998) this paper conducted a field study using a survey instrument to measure the influence of an individual's core self-evaluations on the performance, and satisfaction of individuals involved in a distance-learning course. Data were collected from 142 undergraduate students who completed a web-based version of an introductory management information systems course. Results showed that core self-evaluations did not have an influence on the outcomes of distance-education as a whole. Yet, the research evidenced that computer self-efficacy, self-esteem or locus of control impacted satisfaction perceived performance and actual performance.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses1990-2015-1230 |
| Date | 01 January 2002 |
| Creators | Delalonde, Charles A. |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | HIM 1990-2015 |
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