Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective

Luo, Yumei; Lin, Jinping; Yang, Yi

doi:10.1007/s11618-021-01042-3

Cited by 51 publications

(58 citation statements)

References 88 publications

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“…Wang’s study [ 59 ] on social software pointed out that users’ perceived autonomy support influences their posting behavior through autonomy motivation. Many recent studies also indicate that the psychological needs of autonomy, competence, and relatedness have significant positive effects on the perceived ease of use and perceived usefulness of IT [ 60 , 61 , 62 , 63 , 64 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of Telehealth Continuance Intention: A Multi-Perspective Framework

et al. 2022

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Owing to the COVID-19 pandemic, many countries’ physicians in the world have used telehealth to visit patients via telehealth. The study aimed to integrate the theory of planned behavior (TPB), the technology acceptance model (TAM), and self-determination theory (SDT) to explore the adoption behavior of a telehealth system. A convenient sample of residents was drawn from the population of Nantou County in Taiwan and analyzed via structural equation modeling. The findings revealed that attitude, perceived behavioral control, perceived usefulness, and perceived autonomy support jointly have significantly positive effects on continuance intention. Results also confirmed that perceived autonomy support, perceived ease of use, and perceived usefulness jointly have significantly positive effects on attitude. Furthermore, this study also showed that a crucial mediators’ role is played by perceived ease of use, perceived usefulness, and attitude. The conclusions and practical implications of the research will hopefully provide health organizations and institutions with some innovative insights and foresights, which in turn will promote better practices and services of telehealth technology.

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Section: Literature Reviewmentioning

confidence: 99%

Determinants of Telehealth Continuance Intention: A Multi-Perspective Framework

et al. 2022

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“…In addition to studying the external factors of learners, researchers are also increasingly interested in their psychological traits ( Karaoglan Yilmaz and Yilmaz, 2020 ; Karaoglan Yilmaz, 2022 ; Karaoğlan Yılmaz, 2022 ; Yilmaz et al, 2022 ). For example, Self-determination theory (SDT) was used by Luo et al (2021) to build a model that elaborate the links between students’ basic psychological needs, intrinsic and extrinsic motivation, and continued intention to use online self-regulated learning. Sharma et al (2022) explored the relationship between self-congruity, perceived enjoyment, and the intention to continue using e-learning.…”

Section: Introductionmentioning

confidence: 99%

Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender

Wang

Chen-ming

2022

Front. Psychol.

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BackgroundThe primary objective of this study is to ascertain whether the Expectation Confirmation Model can be expanded by external variables including computer anxiety, social interaction, and self-efficacy to better understand the intention to continue using online learning systems in the post-pandemic era among vocational college students. Moreover, this research argues that the intention to continue using online learning systems among students may be gender-sensitive.MethodsThe researchers surveyed 482 students from eight vocational colleges in Jiangxi Province using a structured questionnaire. Partial Least Squares Structural equation modeling is used to verify the research model.ResultsThe outcomes demonstrate that the proposed model adequately explains the continuous use intention for online learning systems at a 76.6% confidence level. All of the newly introduced variables in the ECM are shown to be significant and relevant to explicate continuous use intention. Our survey results show that gender differences in intention to continue using online learning systems exist objectively, but this difference is not a natural difference.ConclusionThis research fills a void in the current literature on online learning and probes into how learning may be made more long-lasting in intricate environments.

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“…Perceived autonomy in the setting of MOOCs was described by Khalid et al (2021) as the degree to which students believe they have the freedom to make their own decisions. According to Luo et al (2021) , MOOCs give students the opportunity to learn at their individual speed. The autonomy in terms of managing a particular course to meet the needs of the students fosters intrinsic motivation for MOOC-based learning ( Luo et al, 2021 ).…”

Section: Hypotheses Developmentmentioning

confidence: 99%

“…According to the authors, students’ intrinsic motivation, which boosts their psychological involvement in MOOCs, is significantly positively impacted when their psychological requirements for autonomy, competence, and relatedness are met. In order to study the variables influencing students’ decisions to engage with MOOCs, Luo et al (2021) merged the TPB and SDT. The authors discovered that perceptions of behavioral control and attitudes about MOOCs were important determinants of students’ behavior intention with regard to using MOOCs.…”

Section: Introductionmentioning

confidence: 99%

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Alturki

Aldraiweesh

2023

Front. Psychol.

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The purpose of this study was to examine the relationships between users’ satisfaction with actual use of massive open online courses (MOOCs) and intrinsically motivated, task-technology fit, attitudes toward using MOOCs, and behavioral intention to use MOOCs. As the primary technique for data collection, a survey questionnaire on self-determination theory (SDT) as well as task-technology fit (TTF) was distributed to a total of 228 students. The results of the users’ (TTF) to attitude toward using MOOCs and their behavioral intention to use MOOCs had a positive impact on their satisfaction and actual use of MOOCs in higher education institutes. However, the users’ perceived autonomy was not entirely satisfied, based on the results of their intrinsic motivation for the actual use of learning courses. Similarly, technology characteristics were insignificant with TTF for the actual use of MOOCs in academic institutions. Additionally, mediation studies showed that the correlations between independent factors on the one hand and users’ satisfaction with their actual use of MOOCs on the other were significantly mediated by intrinsic motivation, TTF attitude, and behavioral intention to use. Finally, practical ramifications were examined, and recommendations were made with regards to the direction of future studies.

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Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective

Cited by 51 publications

References 88 publications

Determinants of Telehealth Continuance Intention: A Multi-Perspective Framework

Determinants of Telehealth Continuance Intention: A Multi-Perspective Framework

Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

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