Self-efficacy for Self-regulated Learning and Chinese Students’ Intention to Use Online Learning in COVID-19: A Moderated Mediation Model

Abstract

Self-efficacy for self-regulated learning (SESRL) is a protective factor for academic performance. However, there are few studies have explored its impact on online learning during the Covid-19. This study investigated (a) the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU) in the relationship between SESRL and use intention (UI) and (b) the moderating role of gender in the indirect relationship between SESRL and UI. Four hundred Chinese college students entered this study and completed the measurements of SESRL, PEOU, PU and UI. The results showed that SESRL, PEOU, PU and UI were positively correlated with each other. Mediating analysis showed that PEOU and PU mediated the relationship between SESRL and UI. By comparison, the single mediating effect of PEOU was stronger than the single mediating effect of PU and the multiple mediation of them together, which showed the robust effect of PEOU. Moderation analysis showed that the effects of SESRL on PU and PEOU in females were stronger than in males. A high level of SESRL is more conducive to improving the PU and PEOU of female students, which further influenced their intention to use online learning.

Online learning readiness and online learning system success in Vietnamese higher education

“…This theory is based on the theory of reasoned action (TRA) and involves the perspective of social cognitive and behavioral decisions (Qu and Chen, 2021). Cui (2021) confirmed that the TAM is very useful to explain for the variance of the acceptance and usage in technological systems. It believes that when users access a new system, many factors influence their decisions about how and when they use it (Davis, 1989).…”

“…In contextual features of online learning environment, similarly, many scholars have successfully carried out with the TAM to predict behavioral intention to use and use of OLSs through various major factors, such as perceived usefulness, perceived ease of use, selfefficacy, subjective norm, enjoyment, computer anxiety and prior experience (Al-Fraihat et al, 2020;Cui, 2021;Abdullah and Ward, 2016;Sahin and Shelley, 2008). According to Sumak et al (2011), the TAM is the most common ground theory employed in e-learning acceptance study with 86% of research using this model.…”

“…Several prior works found that perceived usefulness of e-learning leads to a considerable impact on learners' attitude and intention to use e-learning (Cheng et al, 2012;Roca and Gagne, 2008). Cui (2021) claimed that perceived usefulness reflects the degree to students believe that using a technology in online learning will improve their academic outcomes.…”

“…, 2012; Roca and Gagne, 2008). Cui (2021) claimed that perceived usefulness reflects the degree to students believe that using a technology in online learning will improve their academic outcomes.…”

Creating and Collecting e-Learning Event Logs to Analyze Learning Behavior of Students through Process Mining

“…Furthermore, factors affecting learner satisfaction should be considered in online learning [7]. If learners recognize the benefits and the ease of using an e-system, they will be enabled to learn independently [8]. Moreover, instructors must answer questions quickly and provide timely feedback and suggestions regarding assigned tasks.…”