The purpose of this paper is to examine the impact mechanism of psychological motivations, social influence and institutional influence on individuals’ continuance intention of MOOCs, and further, to explore if there exist behavioral differences between males and females.
Drawing on the social cognitive theory (SCT) and the technology acceptance theory, this study developed a theoretical model and conducted an empirical study in China. In total, 247 valid data were collected from college students using online survey, and the structural equation modeling technique was used to examine the research model.
The empirical results suggest that self-efficacy, self-enjoyment, self-development and social norm are positively associated with individuals’ continuance intention of MOOCs, while management commitment in the university has little influence on continuance intention. The moderating test further suggests that males are more likely to be influenced by self-development and perceived usefulness compared with females.
This study can provide several guidelines to the administrators of the MOOC platform regarding platform design, course selection and social community establishment, so as to encourage more students to participate in the MOOC platform.
This study applied the SCT in the new context of MOOCs to examine the joint effects of social, institutional and psychological motivation factors on individuals’ continuance intention, and unpacks the moderating effect of gender.
This work was supported in part by the grants from the National Natural Science Foundation of China (No. 71301035, and No. 71771064) and the Ministry of Education of Humanities and Social Science Fund (No. 17YJC630118).
Shao, Z. (2018), "Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs: The moderating effect of gender", Internet Research, Vol. 28 No. 1, pp. 232-250. https://doi.org/10.1108/IntR-11-2016-0335Download as .RIS
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