MASOFAVIY TA’LIM MUHITIDA SHAXS XUSUSIYATLARINING NAMOYON BO‘LISH OMILLARI
This analytical study is devoted to the systematic examination of factors influencing the manifestation of personality traits in distance learning environments based on the Big Five model: conscientiousness (responsibility), emotional instability (neuroticism), extraversion (outward orientation), agreeableness (cooperativeness), and openness to experience (openness to novelty). A total of 21 empirical studies published between 2018 and 2024 were selected from Web of Science, Scopus, PsycINFO, and ERIC databases following the PRISMA protocol (total sample: N = 5,843). The results indicate that conscientiousness (responsibility) is the strongest determinant of academic performance in distance learning settings (Hedges’ g = 0.86; r = .41; p < .001), whereas emotional instability (neuroticism) has a negative effect (g = −0.69). Moderator analysis confirmed that the asynchronous learning format and the quality of digital infrastructure can significantly influence the magnitude of the effect (I² = 68–74%). The findings are also discussed within the context of Uzbekistan.
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