Investigating the Relationship Between the Effectiveness of eE-Learning and Self-Regulated Learning with the Moderating Role of Personality Traits (Case Study: University of Tehran Students)

 This research aims to investigate the relationship between the effectiveness of e-learning and self-regulated learning, taking into account the moderating role of personality traits. The research in the applied research group is a survey and a quantitative research. The main tool for collecting information in this research is 3 standard questionnaires, and the statistical population of this research includes Tehran University students. The sample size in this research is equal to 351 people using the Spss Sample power sampling software and the sampling method is available sampling. The tool for analyzing questionnaire data of this research is SPSS and AMOS statistical software. In order to determine the presence or absence of influence and relationship between variables and to estimate and generalize the results obtained from the sample size to the statistical population, Pearson's correlation coefficient test, structural correlation model, multiple regression model and moderator model were used to evaluate the research hypotheses. According to the findings of this research, there has been a positive and significant relationship between the factors affecting the effectiveness of e-learning and self-regulation learning. 41% of the reason for self-regulation learning is related to the dimensions of factors affecting the effectiveness of e-learning. So, the dimensions of the factors affecting the effectiveness of e-learning have an effect on self-regulation learning, and self-regulation learning can be predicted based on the factors affecting the effectiveness of e-learning in the statistical population. The variable of personality traits has also played a moderating role for the factors affecting the effectiveness of e-learning on self-regulation learning.