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 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.