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Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator
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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.
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“SE was widely acknowledged as an essential predictor of students’ technology acceptance because it influences cognitive processing, emotional stability, and perceived ability to manage new technologies [58,59].”
From Advancing Undergraduate Student Mental Healthcare of Social Anxiety Disorder: Evaluating the Acceptance of AR-Assisted Cognitive Behavioral Therapy Through TAM-Based Constructs. (2026) · cites this paper as [59]
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“The six key items (perceived usefulness: seeking information; perceived usefulness: entrainment/recreation; perceived usefulness: building social relationships; self-efficiency influencer: MLDs; the gratification of MLDs uses; behavioral intentions of MLDs) of the hypotheses were measured based on the scale proposed b…”
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“According to a study conducted on postgraduate students in China, motivation acts as a mediator between technology acceptability, technology self-efficacy, and student attitudes toward technology-based self-directed learning (Pan, 2020).”
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“It's an overall affective evaluation, representing a psychological tendency towards favor or disfavor[34], [35], [36].”
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“This belief not only enhances motivation and persistence but also builds resilience, which is essential in sports (Pan, 2020).”
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“Research has shown that targeted training and support can signi fi cantly increase technology self-ef fi cacy among professionals, which leads to better service delivery outcomes (Pan, 2020).”
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“Recognizing this, Pan (2020) encompass motivational factors, creating a more comprehensive framework for comprehending technology adoption in the context of learning [13].”
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“Extended TAM versions include self-efficacy, personal innovativeness, and task–technology fit (TTF) for better prediction [ 9 ],[ 10 ] .”
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Mithun, S., & Sankaranarayanan, R. (2025) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie63693.2025.11328169
“Furthermore, external variables such as system quality and user experience can influence technology acceptance [26].”
Cruz, A. (2026) · JPAIR Multidisciplinary Research · doi:10.7719/jpair.v63i1.975
Yang, H., Norman, H., Nasir, M. K. M., Xu, N., Lin, X., & Zhang, W. (2026) · Computer Science Education · doi:10.1080/08993408.2026.2618832
XR-powered ESP for IoT: Evaluating student perceptions across vocational learner backgrounds
Ahmad, Y., Pamungkas, K. N. P., Kustini, S., & Dhiyaussalam (2026) · Computers & Education X Reality · doi:10.1016/j.cexr.2026.100136 · Cited by 4
Afza, A., Susanti, D., Nursyahra, N., Devegi, M., Supriatno, B., Riandi, R., & Meriko, L. (2026) · AMPLITUDO Journal of Science & Technology Innovation · doi:10.56566/amplitudo.v5i1.508
“This indicates that while AR and VR technologies provide significant promise, individual student characteristics, such as their preparedness to embrace new technologies, substantially affect their motivation levels (Huang et al., 2021; Pan, 2020).”
Exploring factors determining students’ online homework adoption with an extended UTAUT2 model
Chen, L., Shen, Y., & Wong, S. L. (2026) · The Journal of Educational Research · doi:10.1080/00220671.2026.2637582
Aposika, F., & Frimpong, C. N. (2026) · Discover Education · doi:10.1007/s44217-026-01338-8
“The absence of strong predictors of satisfaction suggests that future research should explore alternative constructs such as digital self-efficacy and intrinsic motivation, which influence engagement and perception in virtual learning [44, 55].”
Kong, C., & Sheng, F. (2026) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2025.2600981
Bardon, A. G., Orlin, T. J. P., Jorgio, R. M., Avelino, E. J., Cajetas, R. J., Aliviado, R. M., & Tubera, F. J. D. (2026) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.540708
Lau, A., & Borchert, M. (2026) · Behaviour and Information Technology · doi:10.1080/0144929x.2026.2651113
Shimray, S. R., Kaba, A., Tiwari, S., & Bharti, P. (2026) · Open Information Science · doi:10.1515/opis-2025-0032 · Cited by 1
“Past studies discovered that undergraduates ’ technological self-e ffi cacy signi fi cantly in fl uences their attitudes concerning adopting new technologies (Pan 2020).”
Akeren, İ., & Yeti̇şensoy, O. (2026) · e-Kafkas Eğitim Araştırmaları Dergisi · doi:10.30900/kafkasegt.1751929
Dou, D., Huang, B., Chen, Q., Zhou, X., & Wang, C. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1811374 · Cited by 1
“…contexts, convenience and low operational burden may affect users’ willingness to adopt a system more directly, particularly because users can more easily disengage from technologies when usage becomes effortful, confusing, or disruptive (Pan, 2020; Angosto et al., 2023; Harris and Rogers, 2025).”
McGann, L. H., Jakes, R. S., Wajda, D. A., & Tyler, D. J. (2025) · IEEE Conference on Telepresence · doi:10.1109/telepresence66096.2025.11521434
What Factors' Gen Z Acceptance of AI Learning as Powered Study Assistants
Tianto, B., Loka, G. B., Christianto, N. B., & Sari, R. (2026) · International Conference on Current Research in Artificial Intelligence and Data Science (ICCRAIDS) · doi:10.1109/iccraids67816.2026.11519751
“…It is assumed that this intention, which is influenced by their perceptions of utility, ease and trust [14], will directly translate into the active deployment of the technology for academic purpose [41], since measuring actual utilization is the gold standard for post-implementation success [33].”
Abhijith, P. S., Joseph, K. A., & Joseph, M. (2026) · International Review of Economics · doi:10.1007/s12232-026-00537-x
“There are many studies suggesting that technology acceptance and self-efficacy are positively related to attitude towards it and social influence (Akinwale and Kyari 2020; Erdem 2015; Pan 2020; Patil et al. 2020).”
Lu, J., Li, W., Mo, Y., & Ge, M. (2026) · Behavioral Sciences · doi:10.3390/bs16060902
Metadata
- Authors
- Pan, X.
- Affiliations
- Zhejiang Normal University (CN)
- Corresponding author
- Pan, Xiaoquan
- ORCID
- Pan, Xiaoquan
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2020-10-27
- Volume
- 11
- Pages
- 564294-564294
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC7653185
- OpenAlex
- W3097042973
- Cited by
- 329
- References
- 93
- Citations by year
- 2026: 67 · 2025: 99 · 2024: 76 · 2023: 42 · 2022: 39 · 2021: 6
- FWCI
- 21.57
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Ministry of Education of the People's Republic of China
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Gender Studies › Gender and Technology in Education
- Social Sciences › Education › Online and Blended Learning
- Keywords
- technology acceptance, technology self-efficacy, student motivation, mediation, self-directed learning, undergraduate students, college English, Chinese students
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