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

Yajuan Cui

16 citations0/0 files storedInternational Journal of Information and Education Technology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Technology Adoption and User Behaviour Online and Blended Learning Education and Learning Interventions

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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 16 citations exist upstream.

References

1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2024The Difference between Emergency Remote Teaching and Online Learning 1985A technology acceptance model for empirically testing new end-user information systems : theory and results 2020The psychological impact of the COVID-19 epidemic on college students in China 2007What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction 2020COVID ‐19 and online teaching in higher education: A case study of Peking University 1986Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies 1992Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting

Cited by

2023Trends and gaps in empirical research on gamification in science education: A systematic review of the literature 2024Exploring student information management system adoption post pandemic: Case of Turkish higher education 2025Exploring the Acceptance of Learning English Through VR Technology Amongst Secondary School Students: Intrinsic and Extrinsic Motivation as Key Determinants

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.