An Investigation on Science Students’ Behavioral Intention and Self-Learning Attitude of Internet Base E-Learning in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2025.20Keywords:
Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment, Self-Learning Attitude, Behavioral IntentionAbstract
Purpose: This study investigates the factors influencing the behavioral intention and attitude toward self-learning among science students in Chengdu, China, including perceived usefulness, perceived ease of use, perceived enjoyment, self-learning attitude, behavioral intention, system quality, information quality, and service quality. Research design, data, and Methodology: A total of 500 students from the first to third year in the science program participated in this study. A questionnaire was meticulously designed, investigated, and subjected to statistical analysis. The sample selection utilized judgmental, quota, and convenience sampling techniques. Prior to data collection, the index of item-objective congruence and the Cronbach's Alpha test were conducted to ensure the instrument's validity and reliability. Subsequent data analysis employed confirmatory factor analysis and structural equation modeling techniques. Results: The findings revealed that system quality and information quality significantly influence percived usefulness. Perceived ease of use and perceived usefulness have a significant influence on self-learning attitude. Perceived ease of use has a significant influence on perceived usefulness and perceived enjoyment. Perceived usefulness significantly influences behavioral intention. In contrast, service quality has no significant influence on perceived usefulness. Conclusions: The study's findings unveiled important insights, particularly regarding the impact of perceived usefulness on the behavioral intention to engage in self-learning.
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