Participation style and social anxiety as predictors of active participation in asynchronous discussion forums and academic achievement

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DEMİR Ö., ÇINAR M., Keskin S.

Education and Information Technologies, vol.28, no.9, pp.11313-11334, 2023 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 28 Issue: 9
  • Publication Date: 2023
  • Doi Number: 10.1007/s10639-022-11517-3
  • Journal Name: Education and Information Technologies
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Page Numbers: pp.11313-11334
  • Keywords: Academic achievement, Active participation, Asynchronous discussion forum, Online academic discussion, Participation style, Social anxiety
  • Hakkari University Affiliated: Yes


Learners in asynchronous discussion forums are inundated with diverse options when it comes to interaction. This enables the embodiment of various styles of participation. On the other hand, the affective domain tends to be overlooked in the online discussion context. The modeling of discussion activities based on both cognitive and affective indicators constitutes this study’s unique aspect. In the study, the impact of social anxiety and participation styles on active participation in discussions were investigated using three-factor social anxiety and four-factor participation style models. In addition, the impact of active participation on academic achievement was also examined. Path analysis was used to explain the predictive correlation among these indicators. Students' participation behaviors in discussions during a three-week implementation were analyzed within the scope of a course taught during the COVID-19 pandemic period. The findings showed that social anxiety and participation styles had a significant impact on active participation, which, in turn, significantly affected academic achievement. The study provides crucial inputs in portraying the characteristics of learners in such a way as to tailor online discussions to their needs.