Is it externally stimulated or internally driven? A study on the influencing mechanisms of Chinese graduate students' intention to continue online learning
Bibliographic Data
| ID | 21537802 |
|---|---|
| Authors | Honghong Cai (0009-0008-8258-165X, Wenzhou Medical University), Mingjie Pan (Wenzhou Medical University), Leilei Huang (0000-0003-1257-7360, Wenzhou Medical University, corresponding author) |
| Year | 2025 |
| Volume | 231 |
| Pages | 105293 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2025.105293 |
| OpenAlex | W4408309603 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Graduate students · Knowledge management · Mathematics education · Multimedia · Online learning · Pedagogy · Computer Science · Online and Blended Learning · Online Learning and Analytics · Psychology · Technology Adoption and User Behaviour
Self-regulated learning
Congruence and friction between learning and teaching
How do online course design features influence student performance?
Academic motivation and self-regulation
Customer value
Online learning
A reconceptualisation of the research into university academics' conceptions of teaching
Self-Regulation and Academic Learning
Cutoff criteria for fit indexes in covariance structure analysis
Consumer Perceptions of Price, Quality, and Value
Understanding Information Systems Continuance
Intrinsic and extrinsic motivation from a self-determination theory perspective
User Acceptance of Information Technology
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Motivational and self-regulated learning components of classroom academic performance.
Effects of self-regulation scaffolding on online participation and learning outcomes
University students’ online learning attitudes and continuous intention to undertake online courses
Learner readiness for online learning
The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the Covid-19 Outbreak
Students’ satisfaction and continued intention toward e-learning
Intrinsic and Extrinsic Motivations
The revised two-factor Study Process Questionnaire
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |