Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator

“Hu and Bentler (1999) suggested that TLI and CFI should be greater than or equal to 0.90 to indicate good suitability, and RMSEA and SRMR should be less than 0.06 and 0.08, respectively.”

“The TAM was first proposed by Davis (1989) on the basis of the theory of reasoned action (TRA) advanced by Fishbein and Ajzen (1975), which is used to explain the associations between the students’ technology acceptance of computer system, behavioral intention, and definite behavior of technology…”

“Venkatesh et al. (2003) expanded the TAM with empirical research by adding such factors as social influence, cognitive structure, and experience and the factor of subjective norm that had not been adopted in the original TAM.”

“In this study, structural equation modeling was used, and a two-stage approach to data analysis was adopted (Anderson and Gerbing, 1988).”

“According to Deci and Ryan (2000), intrinsic motivation helps to construct students’ experience of pleasure, enjoyment, and satisfaction, which in turn would further motivate their learning engagement (Dysvik and Kuvaas, 2013).”

“According to Teo et al. (2015, p.78), “attitude toward technology use has been examined in various models that attempt to explain individuals’ intention for technology use, including Technology Acceptance Model (TAM; Davis et al., 1989), TAM2 (Venkatesh and Davis, 2000), and Unified Theory of Acceptance and Use of Tec…”

“According to Teo et al. (2015, p.78), “attitude toward technology use has been examined in various models that attempt to explain individuals’ intention for technology use, including Technology Acceptance Model (TAM; Davis et al., 1989), TAM2 (Venkatesh and Davis, 2000), and Unified Theory of Acceptance and Use of Tec…”

“Additionally, Ajzen (2002) decomposed the constructs of perceived behavioral control into two components: controllability and learning motivation.”

“The questionnaire of attitude toward technology-based self-directed learning was adapted from Compeau and Higgins (1995) and Saadé and Galloway (2005).”

“…of controllability essentially resembles technological self-efficacy, with both used as a proxy of individuals’ control beliefs in technology use (Venkatesh and Davis,1996), whereas learning motivation means the individual’s judgment of the ability to attain designated types of performance…”

“To enhance the literature in the Asian countries, including China, which are characterized by different social and political ideology (Schwartz, 2006), a sample of Chinese undergraduate students was recruited to participate in the study, aiming to explore the specific relations between the…”

“For instance, Garrison (1997, p. 18) considered self-directed learning as “an approach where learners are motivated to assume personal responsibility and collaborative control of the cognitive (self-monitoring) and contextual (self-management) processes in constructing and confirming meaningful and…”

“…also reported higher levels of attitude toward technology-based self-directed learning, indicating that learning motivation could be considered as an important antecedent for attitude toward technology-based self-directed learning (Elliot, 2006; Schunk and Pajares, 2009; Elliot and Hulleman, 2017).”

“…to execute courses of actions to achieve intended outcome (Compeau and Higgins, 1995), is argued to have a significant positive influence on technology acceptance and use (Straub, 2009), and has been used as a proxy of individuals’ control beliefs in technology use (Venkatesh and Davis, 1996).”

“Intrinsically motivated students in technology-based self-directed learning not only seek external technology-enhanced resources but also develop idiosyncratic cognitive intention (Stafford et al., 2004).”

“Although previous studies highlighted the links of related variables of students’ technology acceptance (Teo, 2009; Lai, 2013), the other generating constructs (e.g., learning motivation) that may affect these associations have not been revealed.”

“…use (Kennedy et al., 2008), perceived usefulness of technology (Goodyear and Ellis, 2008; Teo, 2011), perception of the utility of technological resources (Clark et al., 2009), and the scaffolding available in supporting the technology-enhanced learning experience (McLoughlin and Lee, 2010).”

“Using this theory and analysis method, later in the educational landscape, there were studies that verified and explained the intention of students’ technology use (Teo, 2011) and the research of students’ independent use of technology for language learning (Lai, 2013), etc.”

“…language learning environment, learners’ perception and acceptance of emerging technologies are important factors that affect their effective learning (McLoughlin and Lee, 2010; Huang and Liaw, 2018) and also one of the core factors that affect self-directed learning (Liaw et al., 2007).”

“Specifically, students perceiving the convenience and availability in their interactive learning process report higher motivation, engagement, and persistence in learning (Wentzel et al., 2010; Tas, 2016).”

“In this study, the motivation factors described in Guilloteaux and Dörnyei (2008) and Kormos and Csizer (2014) were used, some of which were revised and developed in combination with the actual situation.”

“Liaw and Huang (2013) conducted a relatively successful theoretical innovation by integrating TAM and self-regulated learning theory, revealing the structural relationship between learners’ perceived usefulness, satisfaction, and self-regulated learning.”

“Previous studies have discussed learners’ acceptance of different types of technology, such as mobile technology (Pindeh et al., 2016; Nikou and Economides, 2017), computer-based communication technology (Park et al., 2014), social media (Hsieh et al., 2017), and MOOCS courses (Joo et al., 2018).”

“Nevertheless, some researchers identified that learners’ active use of technology for language learning does not necessarily guarantee satisfactory outcomes (Lai and Gu, 2011) and does not really reflect a sound understanding of their effective use (Oxford, 2009; Kennedy and Miceli, 2010).”

“Previous studies have discussed learners’ acceptance of different types of technology, such as mobile technology (Pindeh et al., 2016; Nikou and Economides, 2017), computer-based communication technology (Park et al., 2014), social media (Hsieh et al., 2017), and MOOCS courses (Joo et al., 2018).”

“Researchers have verified a significant positive influence of technological self-efficacy on technology acceptance and utilization (Celik and Yesilyurt, 2013) and regarded technological self-efficacy as a proxy of individuals’ control beliefs in technology use (Venkatesh and Davis, 1996).”

“In this study, the motivation factors described in Guilloteaux and Dörnyei (2008) and Kormos and Csizer (2014) were used, some of which were revised and developed in combination with the actual situation.”

“In the TAM (Davis et al., 1989), individuals’ attitude toward using technology (Teo, 2010, 2012; Jan and Contreras, 2011) was significantly predicted by perceived usefulness and ease of use of technology, which was in turn hypothesized to affect their behavioral intention to use technology and…”

“%) demonstrated by this questionnaire survey highlighted the issue of educational compatibility, as previous studies have established compatibility as an important predictor of information system acceptance (Hardgrave et al., 2003; Liao and Lu, 2008).”

“Mercer (2011) considered self-directed language learning behavior to be contingent on “a learner’s sense of agency involving their belief systems, and the control parameters of motivation, affect, metacognitive/ self-regulatory skills, as well as actual abilities and the affordances, actual and…”

“Few previous studies exploring the relation between technology climate and students’ perceived attitude toward technology-based self-directed learning have been conducted in samples of students from Asian countries, especially China (e.g., Teo, 2009; Lai et al., 2012).”

“…language learning environment, learners’ perception and acceptance of emerging technologies are important factors that affect their effective learning (McLoughlin and Lee, 2010; Huang and Liaw, 2018) and also one of the core factors that affect self-directed learning (Liaw et al., 2007).”

“…use (Kennedy et al., 2008), perceived usefulness of technology (Goodyear and Ellis, 2008; Teo, 2011), perception of the utility of technological resources (Clark et al., 2009), and the scaffolding available in supporting the technology-enhanced learning experience (McLoughlin and Lee, 2010).”

“In the TAM (Davis et al., 1989), individuals’ attitude toward using technology (Teo, 2010, 2012; Jan and Contreras, 2011) was significantly predicted by perceived usefulness and ease of use of technology, which was in turn hypothesized to affect their behavioral intention to use technology and…”

“Technology-based self-directed learning, as an activity and event for learners to undertake their own learning responsibilities (Perry and Winne, 2006), not only entails the accessibility of technology but more importantly the acceleration of learning motivation.”

“Previous studies have discussed learners’ acceptance of different types of technology, such as mobile technology (Pindeh et al., 2016; Nikou and Economides, 2017), computer-based communication technology (Park et al., 2014), social media (Hsieh et al., 2017), and MOOCS courses (Joo et al., 2018).”

“Related studies also explored the relationship between learners’ technology acceptance and other variables, such as the relationship between technology acceptance and research constructs such as self-regulated learning, self-efficacy, and learning anxiety (Cho and Kim, 2013; Lai, 2013).”

“The analysis of variance conducted to examine the mean differences between male and female in their decision to utilize technology for self-directed learning showed no significant gender differences, which is consistent with the previous study from Perse and Courtright (1993).”

“According to Deci and Ryan (2000), intrinsic motivation helps to construct students’ experience of pleasure, enjoyment, and satisfaction, which in turn would further motivate their learning engagement (Dysvik and Kuvaas, 2013).”

“Chiu et al. (2007) analyzed the antecedents of web-based learning continuance, finding that students’ technology-based learning intention was mediated through their satisfaction with technology use for learning.”

“In the TAM (Davis et al., 1989), individuals’ attitude toward using technology (Teo, 2010, 2012; Jan and Contreras, 2011) was significantly predicted by perceived usefulness and ease of use of technology, which was in turn hypothesized to affect their behavioral intention to use technology and…”

“Based on TAM and motivational and social-cognitive frameworks, Ifinedo (2017) identified that students’ intrinsic motivation and attitudes toward blog use significantly determined students’ intention to continuously utilize blogs for learning.”

“SDT concentrates largely on how environments support or thwart people’s basic psychological needs for autonomy, competence, and relatedness (Jeno et al., 2019).”

“…that perceived support from technology use is particularly relevant for students’ learning motivation and their attitude toward technology-based self-directed learning probably because they are confronted with the increasing technological modernity of the educational landscape (Lai et al., 2016).”

“According to Teo et al. (2015, p.78), “attitude toward technology use has been examined in various models that attempt to explain individuals’ intention for technology use, including Technology Acceptance Model (TAM; Davis et al., 1989), TAM2 (Venkatesh and Davis, 2000), and Unified Theory of…”

“As such, in the educational field, technology acceptance is considered as a prerequisite for learners to adopt information technology to promote learning (Hsieh et al., 2017).”

“In the TAM (Davis et al., 1989), individuals’ attitude toward using technology (Teo, 2010, 2012; Jan and Contreras, 2011) was significantly predicted by perceived usefulness and ease of use of technology, which was in turn hypothesized to affect their behavioral intention to use technology and…”

“As a major psychological concept, motivation is widely believed to be an important factor contributing to students’ acquisition outcomes of second or foreign language (Lamb and Arisandy, 2019).”

“Specifically, students perceiving the convenience and availability in their interactive learning process report higher motivation, engagement, and persistence in learning (Wentzel et al., 2010; Tas, 2016).”

“Using this theory and analysis method, later in the educational landscape, there were studies that verified and explained the intention of students’ technology use (Teo, 2011) and the research of students’ independent use of technology for language learning (Lai, 2013), etc.”

“Researchers have found that undergraduate students do adopt technology for learning (Inozu et al., 2010), but their use of technologies often lacks sufficient effectiveness (Kennedy and Miceli, 2010).”

“These findings confirmed that external technology environment is a critical element for triggering students’ learning motivation (Chen, 2020).”

“Learning Motivation as a Mediator Between the Technology Acceptance and Technological Self-Efficacy and Attitude Toward Technology-Based Self-Directed Learning Learning motivation is the sum of the incentives that positively force the choice of a specific behavior or purpose (Jarvis, 2005).”

“…students’ utilization of technology for learning, including competency in technology use (Kennedy et al., 2008), perceived usefulness of technology (Goodyear and Ellis, 2008; Teo, 2011), perception of the utility of technological resources (Clark et al., 2009), and the scaffolding available in…”

“Thereby, it is indispensable that language learners are equipped with the competence to engage in technology-based self-directed learning (Benson and Reinders, 2011; Reinders and Darasawang, 2012).”

“Previous studies (e.g., Teo, 2011; Teo and Wong, 2013) highlighted that students’ beliefs on the utility of technology influenced attitude toward technology use.”

“Previous studies have discussed learners’ acceptance of different types of technology, such as mobile technology (Pindeh et al., 2016; Nikou and Economides, 2017), computer-based communication technology (Park et al., 2014), social media (Hsieh et al., 2017), and MOOCS courses (Joo et al., 2018).”

“…perspective, individual motivation is defined as the degree of autonomy that individuals display during learning activity, and it falls into two major motivational orientations: (1) self-determined forms of intrinsic motivation; and (2) controlled forms of extrinsic motivation (Gan, 2020, p. 3).””

“As such, Tate et al. (2015) posed the concern that current theories are deficient in constructs that could better annotate students’ behavioral intention on technology use from the perspective of attitude.”

“In the pace of network communication technology, the research on self-directed learning in open educational resource repositories via the use of information technology and the Internet (such as MOOCs and online courses) has also received great concern (Kim et al., 2019).”

“…such as computer literacy, technological facilitating conditions, have been viewed as a prerequisite for learners’ effective use of technology (Hubbard and Romeo, 2012); on the other hand, learners’ willingness to engage in technology use for self-directed learning has been highlighted ((Kop…”

“Thereby, it is indispensable that language learners are equipped with the competence to engage in technology-based selfdirected learning (Benson and Reinders, 2011; Reinders and Darasawang, 2012).”

“…students’ technological learning motivation is reflected in their mastery and familiarity of technical skills, as is consistent with the study from Mew and Honey (2010), which indicated that technological learning motivation significantly influences students’ intention to use online learning…”

“Significantly, related studies have conformed to the positive and strong associations between intrinsic motivation and extrinsic motivation (Gonzales, 2011).”

“It represents learners’ ownership and responsibility for their learning as it reflects their personal autonomy in handling and controlling their learning objectives (Pan, 2020).”

“For example, perceived ease of use was associated with self-efficacy in undergraduate students engaged in technol-ogy-supported self-directed learning (Pan, 2020).”