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

Abstract

This study explored the contribution of technology acceptance and technological selfefficacy 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 selfdirected learning. The findings also indicated that learning motivation mediated the relations of technology acceptance, technological self-efficacy, and attitude toward technologybased self-directed learning. Specifically, students experiencing greater technology acceptance and technological self-efficacy showed higher attitude toward technologybased 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.

Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19

“…Similar to ICT anxiety, the term ICT self-efficacy is also derived from previous studies on computer self-efficacy and due to the same reason mentioned above, we used the broader term ICT self-efficacy instead. ICT self-efficacy refers to the confidence of students in their computer-and internet-related ability to carry out specific tasks and it has been concluded in many reviews and empirical studies that ICT self-efficacy plays an integral role in a computer-mediated learning environment (e.g., Moos and Azevedo, 2009;Kumar et al, 2020;Pan, 2020;Zheng and Li, 2020). According to Abdullah and Ward (2016), among student subjects in an e-learning environment, self-efficacy had an averaged small to medium effect size on PU (β = 0.174) and an averaged medium effect size on PEU (β = 0.352) (Cohen, 1988).…”

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

“…Technology with its fast-moving pace has pervaded the educational aspects in recent years ( Garrison and Akyol, 2009 ; Hung et al, 2010 ), thus enabling students’ self-initiated, self-constructed, and self-monitored learning experiences in a newly-constructed technology-based ecology of language learning ( Lai and Gu, 2011 ; Reinders and White, 2011 ). Online learning, E-learning, M-learning and other informal technological learning approaches provide students with more chances to explore self-directed learning ways ( King and He, 2006 ; Zandi et al, 2014 ; Hsu, 2016 ; Huang et al, 2020 ; Pan, 2020 ). However, in spite of the booming attention and development on technological teaching approaches in educational landscapes, the enthusiasm and motivation of students to conduct technology-based self-directed language learning need further exploring ( Lai et al, 2018 ).…”

Toward Environmental Sustainability, Health, and Equity: How the Psychological Characteristics of College Students Are Reflected in Understanding Sustainable Development Goals

“…Similarly, the countries with higher femininity orientation provided a higher quantity of sustainability reports [83]. Additionally, it was found that students' technological self-efficacy is related to their attitude toward technology-based self-directed learning [84].…”