Evaluating the Impact of E-Learning Effectiveness Factors and Self-Regulated Learning on University of Tehran Students, with Personality Traits as Mediators

This quantitative research study explores the relationship between factors that impact e-learning effectiveness and self-regulated learning, focusing on the mediating role of personality traits. Three standardized questionnaires collected data on e-learning effectiveness, self-regulated learning, and personality traits. The study included 351 students from University of Tehran. The sample size was determined using SPSS Sample Power software, and convenience sampling was employed. The data analysis step examined relationships between variables and generalized results to the target population, using SPSS Amos structural equation modeling software. The research utilized Pearson correlation coefficient tests, structural correlation models, multiple regression models, and mediation models to test hypotheses. The results indicated a positive relationship between factors influencing e-learning effectiveness and self-regulated learning, with the mediating roles of personality traits discussed in detail.