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Relationship between Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions and Technological Self-Efficacy

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  • Fuhai An

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Linjin Xi

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Jingyi Yu

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

  • Mohan Zhang

    (Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China)

Abstract

With the deep integration of ICT into education and teaching, the effect of technology acceptance on students’ self-directed learning has been one of the key concerns in the education field. This study examines the relationship between technology acceptance and self-directed learning and the mediating role played by positive emotions and technological self-efficacy in a sample of 501 middle school students in eastern China. The results show that: (1) positive emotions mediate the relationship between technology acceptance and self-directed learning; (2) technological self-efficacy also mediates the relationship between technology acceptance and self-directed learning; (3) positive emotions and technological self-efficacy play a mediating role between technology acceptance and self-directed learning. The findings not only reveal the mediating role of positive emotions and technological self-efficacy between technology acceptance and self-directed learning but are also valuable for Chinese teachers to guide middle school students to engage in self-directed learning with the help of technology.

Suggested Citation

  • Fuhai An & Linjin Xi & Jingyi Yu & Mohan Zhang, 2022. "Relationship between Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions and Technological Self-Efficacy," Sustainability, MDPI, vol. 14(16), pages 1-13, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:10390-:d:893690
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