Mobile medical platforms (MMPs) can make medical services more accessible and effective. However, the patient-centered factors that influence patients’ acceptance of MMPs are not well understood. Our study examined the factors affecting patients’ acceptance of MMPs by integrating the theory of planned behavior (TPB), the technology acceptance model (TAM), and three patient-centered factors (i.e., perceived convenience, perceived credibility, and perceived privacy risk). Three hundred and eighty-nine Chinese respondents were recruited in this study and completed a self-administered online questionnaire that included items adapted from validated measurement scales. The partial least squares structural equation modeling results revealed that perceived privacy risk, perceived credibility, and perceived ease of use directly determined the perceived usefulness of an MMP. Perceived convenience, perceived credibility, and perceived usefulness significantly affected the patients’ attitudes toward MMPs. Perceived usefulness, attitude, perceived privacy risk, and perceived behavioral control were important determinants of the patients’ behavioral intentions to use MMPs. Behavioral intention and perceived behavioral control significantly influenced perceived effective use. Perceived credibility and perceived ease of use significantly affected perceived convenience. However, social influence had no significant effect on attitude and behavioral intention. The study provides important theoretical and practical implications, which could help practitioners enhance the patients’ use of MMPs for their healthcare activities.

Music teacher attrition represents a serious educational concern, especially among preservice music teachers due to their lack of sufficient occupational identity and commitment. However, factors influencing their decisions on remaining in/leaving the profession are not well understood. This study proposed and empirically tested a psychological decision model by integrating the theory of planned behaviour and motivation theory to explain preservice music teachers’ intention to remain in the profession. Questionnaires were administrated to 218 preservice music teachers from vocational colleges in China. The results showed that the integrated model could explain 78% of the variance in behavioural intention. Attitude, subjective norm and intrinsic motivation were identified as significant antecedents for preservice music teachers’ intention to remain in the profession, while perceived behavioural control and extrinsic motivation exerted indirect impacts on behavioural intention through mediating roles of intrinsic motivation and attitude. The findings provide important implications for the design of effective policies and strategies to attract and keep preservice music teachers in the profession.

Online learning has been mandatorily adopted in many countries due to the closure of educational institutions caused by the COVID-19 pandemic. However, antecedents of the acceptance and continuance of online learning in such a situation and their changing role over time have not been well understood. This study proposed and empirically tested a longitudinal acceptance model of online learning by integrating the technology acceptance model (TAM) with the task–technology fit (TTF). Data were collected using a three-wave longitudinal survey from 251 Chinese college students after the outbreak of the COVID-19 pandemic. The results showed that most hypothesized relationships in the proposed model were supported and remained across the three-time stages, while the effects of perceived ease of use on perceived usefulness and behavioral intention changed over time. In addition, students’ perceptions at previous stages had little impact on perceptions at subsequent stages, except for perceived usefulness and behavioral intention. Our study demonstrates that the integrated model of TAM and TTF could be an effective tool to understand students’ acceptance of online learning across different time stages in a mandatory setting and that longitudinal design could be applicable to examine the changing mechanism of the acceptance and continuance use of online learning over time.

Although mobile health (m-health) has great potential to reduce the cost of medical care and improve its quality and efficiency, it is not widely accepted by consumers. In addition, there is still a lack of comprehensive insight into m-health acceptance, especially among consumers with different demographic characteristics. This study aimed to explore the factors affecting consumers’ acceptance and usage behaviors of m-health and to examine whether their roles differ by demographic characteristics. A comprehensive m-health acceptance model was proposed by integrating factors from the Self-Determination Theory, Task–Technology Fit, and Technology Acceptance Model. Survey data were collected from 623 Chinese adults with at least 6 months of m-health usage experience and analyzed using structural equation modeling techniques. Multi-group analyses were performed to assess whether the model relationships were different across gender, age, and usage experience. The results indicated that relatedness and competence were significant motivational antecedents of perceived ease of use. Task–technology fit and the perceived ease of use significantly affected the perceived usefulness. The perceived ease of use and perceived usefulness were significant determinants of consumer usage behaviors of m-health and together explained 81% of its variance. Moreover, the relationships among autonomy, perceived usefulness, and usage behaviors of m-health were moderated by gender. Consumer usage behaviors of m-health were affected by factors such as self-motivation (i.e., relatedness and competence), technology perceptions (i.e., perceived ease of use and perceived usefulness), and task–technology fit. These findings provide a theoretical underpinning for future research on m-health acceptance and provide empirical evidence for practitioners to promote the better design and use of m-health for healthcare activities.