The Relationship between Technology Acceptance and Self-Regulated Learning: The Mediation Roles of Intrinsic Motivation and Learning Engagement
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| Title: | The Relationship between Technology Acceptance and Self-Regulated Learning: The Mediation Roles of Intrinsic Motivation and Learning Engagement |
|---|---|
| Language: | English |
| Authors: | Fuhai An, Linjin Xi, Jingyi Yu |
| Source: | Education and Information Technologies. 2024 29(3):2605-2623. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Learner Engagement, Middle School Students, Metacognition, Learning Motivation, Learning Strategies, Student Attitudes, Correlation, Technology Uses in Education, Foreign Countries, Computer Assisted Instruction, Learning Processes |
| Geographic Terms: | China |
| DOI: | 10.1007/s10639-023-11959-3 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | The current study assessed 495 middle school students in China using self-report questionnaires, to examine the multiple mediating effects of intrinsic motivation and learning engagement (vitality, dedication and absorption) in the relations between technology acceptance and students' self-regulated learning. The results indicated that technology acceptance had a significant impact on self-regulated learning, intrinsic motivation mediated the relations between technology acceptance and self-regulated learning, and learning engagement (vigor, dedication, and absorption) mediated the relations between technology acceptance and self-regulated learning. The findings suggested that students' perceived acceptance of technology can help them improve their ability to engage in self-regulated learning by enhancing intrinsic motivation and increasing learning engagement. The results expand our understanding of self-regulated learning for Chinese middle school students in the context of information technology, and have substantial theoretical and practical implications for educator and relevant researchers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414174 |
| Database: | ERIC |
| Abstract: | The current study assessed 495 middle school students in China using self-report questionnaires, to examine the multiple mediating effects of intrinsic motivation and learning engagement (vitality, dedication and absorption) in the relations between technology acceptance and students' self-regulated learning. The results indicated that technology acceptance had a significant impact on self-regulated learning, intrinsic motivation mediated the relations between technology acceptance and self-regulated learning, and learning engagement (vigor, dedication, and absorption) mediated the relations between technology acceptance and self-regulated learning. The findings suggested that students' perceived acceptance of technology can help them improve their ability to engage in self-regulated learning by enhancing intrinsic motivation and increasing learning engagement. The results expand our understanding of self-regulated learning for Chinese middle school students in the context of information technology, and have substantial theoretical and practical implications for educator and relevant researchers. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-023-11959-3 |
