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The impact of personality type on online learning performance among high school students

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Abstract

The relationship between individual personality types and academic performance during online learning remains poorly understood. This study analysed extensive sampling data from 4,340 first-year high school students during semesters of face-to-face and online learning, respectively, to investigate the influence of students’ Myers‒Briggs Type Indicator (MBTI) types on their academic performance in Chinese, mathematics, English, and overall score during online learning. We observed that the online learning environment conferred disadvantages to extroverts, intuitives, thinkers, and perceivers. Specifically, the dimensions of extroversion-introversion and thinking-feeling significantly affected mathematics, while sensing-intuition and judging-perception significantly affected Chinese and English, respectively. Several significant interaction effects between different MBTI dimensions on online learning performance were also found. Girls outperformed boys in online learning performance. However, no sex difference in the effect of personality type on online learning performance was found. Student personality type identification could proactively identify students who may require additional support in the online learning environment and aid in designing effective tools for online education platforms to improve their learning performance. In particular, AI teaching assistants can be integrated into online classrooms as they could help these students address challenges posed by traditional online learning by offering personalised support. These supports include interactive dialogue for extroverts to foster engagement, creative discussion for intuitives to encourage exploration, performance feedback for thinkers to help them adjust their learning strategies, and time-management assistance for perceivers to ensure they stay organised.

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Data Availability

The dataset that supports this study cannot be made openly available because it contains students’ personal information. Interested researchers may contact the corresponding author to request access.

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Funding

This work was supported by the National Natural Science Foundation of China [No. 72171130 and 71771134].

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Authors and Affiliations

  1. Department of Industrial Engineering, Tsinghua University, Beijing, 100084, China

    Yuzhen Wang, Ruifeng Yu & Yonghao Huang

  2. Beijing HQ Education Technology Co., Ltd, Beijing, China

    Xin Wu

  3. The Educational Department of Hainan Province, Haikou, China

    Zhenhua Chen

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  1. Yuzhen Wang
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  2. Ruifeng Yu
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  3. Xin Wu
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Xin Wu and Zhenhua Chen led the data collection and management. Xin Wu contributed to the questionnaire design. Yuzhen Wang, Yonghao Huang and Ruifeng Yu contributed to the statistical analysis. Yuzhen Wang drafted the manuscript. Ruifeng Yu and Yuzhen Wang critically revised the manuscript. All the authors were responsible for the decision to submit this manuscript for publication.

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Correspondence to Ruifeng Yu.

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Appendix

Appendix

1.1 Appendix Section A: Tables

Table 5 Appendix Table A.1. Seven level-1 high schools in Hainan Province
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Table 6 Appendix Table A.2. Personality types in the four dimensions among students of different sex
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Table 7 Appendix Table A.3. Sixteen personalities of students of different sex
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1.2 Appendix Section B: The MBTI Questionnaire for High School Students

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Wang, Y., Yu, R., Wu, X. et al. The impact of personality type on online learning performance among high school students. Educ Inf Technol 30, 8733–8764 (2025). https://doi.org/10.1007/s10639-024-13161-5

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