Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator

Frontiers in Psychology

article

Xiaoquan Pan¹ 

[1] Xingzhi College, Zhejiang Normal University

关键词: technology acceptance;    technological self-efficacy;    attitude;    self-directed learning;    learning motivation;    English language learning;   

DOI  :  10.3389/fpsyg.2020.564294

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

This study explored the contribution of technology acceptance and technological self-efficacy to attitude toward technology-based self-directed learning in a sample of Chinese undergraduate students. The study also inquired into whether learning motivation mediated these associations. A total of 332 undergraduate students of college English course were enrolled to participate in questionnaires regarding their technology acceptance, technological self-efficacy, attitude toward technology-based self-directed learning, and learning motivation. Results indicated that students’ technology acceptance and technological self-efficacy were related to their attitude toward technology-based self-directed learning. The findings also indicated that learning motivation mediated the relations of technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning. Specifically, students experiencing greater technology acceptance and technological self-efficacy showed higher attitude toward technology-based self-directed learning. This study highlighted the significance of learning motivation as a mediating mechanism illustrating relations between students’ perception of technology environments and their attitude toward technology-based self-directed learning.

【 授权许可】

CC BY