An Empirical Examination of the Effect of Self-Regulation and the Unified Theory of Acceptance and Use of Technology (UTAUT) Factors on the Online Learning Behavioural Intention of College Students

Autor/inn/en	Chen, Pei-Ying; Hwang, Gwo-Jen
Titel	An Empirical Examination of the Effect of Self-Regulation and the Unified Theory of Acceptance and Use of Technology (UTAUT) Factors on the Online Learning Behavioural Intention of College Students
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1575184
Schlagwörter	Online Courses; Metacognition; Student Attitudes; Intention; Student Motivation; College Students; Social Influences; Self Efficacy; Foreign Countries; Factor Analysis; Individual Characteristics; Student Behavior; Taiwan + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Schulische Motivation; Collegestudent; Sozialer Einfluss; Self-efficacy; Selbstwirksamkeit; Ausland; Faktorenanalyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student behaviour
Abstract	The main objective of this study was to examine the factors of individual characteristics (e.g., self-regulation in terms of metacognition and motivation) and learning environmental expectancy (e.g., performance expectancy, effort expectancy, and social influence) that influence students' behavioural intention to continue online courses. The questionnaire data collected from 312 college students were analyzed using the structural equation modelling approach to examine the relationship between self-regulation and the Unified Theory of Acceptance and Use of Technology model. The experimental results revealed that self-regulation in terms of metacognition and motivation directly related to performance expectancy, effort expectancy and social influence. In addition, performance expectancy, effort expectancy and motivation significantly and directly influenced students' intention to use online courses. However, this study found that metacognition and social influence did not positively directly relate to behavioural intention. The discussion of the present findings and practical implications for possible future research have also been analyzed and concluded. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01