Why Do College Students Continue to Use Mobile Learning? Learning Involvement and Self-Determination Theory

Autor/inn/en	Yang, Shuiqing; Zhou, Shasha; Cheng, Xiaoying
Titel	Why Do College Students Continue to Use Mobile Learning? Learning Involvement and Self-Determination Theory
Quelle	In: British Journal of Educational Technology, 50 (2019) 2, S.626-637 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12634
Schlagwörter	Self Determination; Theories; College Students; Electronic Learning; Foreign Countries; Peer Influence; Structural Equation Models; China + Suchen Sie Ihr Suchwort? Selbstbestimmung; Theory; Theorie; Collegestudent; Ausland
Abstract	Retaining learners and facilitating their continuance are critical for the mobile learning providers and educators. Drawing on stimulus-organism-response framework and self-determination theory, this study examines factors that affect college students' mobile learning continuance by considering the self-determination needs and learning involvement. A research model was developed and empirically tested against data collected from 309 college students who are the mobile learning users of an online education platform in China. The results of structural equation modeling analysis showed that perceived learning support, self-management of learning and peer influence significantly influence affective learning involvement, which in turn positively affect mobile learning continuance intention. In addition, perceived learning support and peer influence also significantly influence cognitive learning involvement, which further determine mobile learning continuance intention. Theoretical and practical implications of these findings are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01