Predicting College Students’ Adoption of Technology for Self-Directed Learning: A Model Based on the Theory of Planned Behavior With Self-Evaluation as an Intermediate Variable

Sy Yi Tzeng, Kuen Yi Lin*, Chih Yu Lee

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

7 引文 斯高帕斯(Scopus)

摘要

Many studies assume a significant relationship between intention and behavior. However, the data do not always support this assumption. This study used a modified version of social cognitive theory with self-evaluations as an intermediate variable to explore and resolve the problems associated with applying the theory of planned behavior to explain students’ adoption of technology for self-directed learning. We surveyed 285 college students who enrolled in an e-book publishing course using multifaceted technological learning tools. We found that, as an intermediate variable, self-evaluation enhanced the influence of intentions on behavior and improved the accuracy of predictions of college students’ adoption of technology for self-directed learning. Students’ attitudes and perceived behavioral control were important factors influencing their adoption of technology for self-directed learning through their effects on intention; subjective norms were not important in this respect.

原文英語
文章編號865803
期刊Frontiers in Psychology
13
DOIs
出版狀態已發佈 - 2022 5月 9

ASJC Scopus subject areas

  • 一般心理學

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