Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study in the context of foreign‐language teaching in China

16 references·16 citing·37 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1991The theory of planned behavior90,729 cited
2003User Acceptance of Information Technology: Toward A Unified View144,945 cited
2012Principles and Practice of Structural Equation Modeling38,893 cited
2001Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research25,504 cited
1992Basics of Qualitative Research17,850 cited
2012Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology115,720 cited
2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge12,552 cited
2002Intention—Behavior Relations: A Conceptual and Empirical Review3,683 cited
2020An overview of content analysis2,815 cited
2010Teacher Technology Change2,549 cited
2012Teacher beliefs and technology integration practices: A critical relationship2,104 cited
2007The Legacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift.2,044 cited
2018The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education1,915 cited
1987Attitudes, Traits, and Actions: Dispositional Prediction of Behavior in Personality and Social Psychology1,535 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1985Disentangling behavioral intention and behavioral expectation962 cited

2011Factors influencing teachers’ intention to use technology: Model development and test913 cited

Cited by

2020A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching225 cited
2021Understanding English teachers’ non-volitional use of online teaching: A Chinese study90 cited
2021Teacher professional identity and the nature of technology integration75 cited
2021Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-1966 cited
2022A Preliminary Investigation of the Technology Acceptance Model (TAM) in Early Childhood Education and Care60 cited
2020Measuring instructors continued intention to reuse Google Classroom in Iraq: a mixed-method study during COVID-1954 cited
2019Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know51 cited
2021Factors influencing instructors’ intentions to use information technologies in higher education amid the pandemic46 cited
2023Computer self-efficacy and ICT integration in education: Structural relationship and mediating effects44 cited
2022Pre-Service and In-Service Teachers’ Views on Gamification34 cited
2022Examining the influence of pre-service teachers’ digital native traits on their technology acceptance: A Serbian perspective33 cited
2023The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach28 cited
2022From offline to online: understanding users' switching intentions from traditional wealth management services to mobile wealth management applications27 cited
2022Determinants of higher education teachers’ intention to use technology-based exams23 cited
2025Beyond Theory: Leveraging Business Intelligence Tools to Uncover Actionable Pathways for Mapping the Intention–Behavior Gap in Behavioral Sciences14 cited
2022Online spiritual meets (OSMs) and user behavior – A divine application of technology during COVID-1913 cited