Dong Lingfeng, Ji Ting, Zhang Jie
Alibaba Business College, Hangzhou Normal University, Hangzhou 311121, China.
School of Management, Zhejiang University, Hangzhou 310058, China.
Behav Sci (Basel). 2023 Jan 23;13(2):98. doi: 10.3390/bs13020098.
This study examines the mechanisms underlying the relationship between motivation and massive open online course (MOOC) learning intention, and the contextual moderators that affect this mechanism. Drawing on motivational theory and the related literature, this study investigates how motivation affects students' intention to learn with MOOCs and the related meditation and moderation effects. The findings of our study show that both extrinsic and intrinsic motivations have a significant influence on intention to learn with MOOCs. In addition, the results also suggest that the relationship between extrinsic motivation and intention to learn is mediated by the technology fit perceived by learners but not the relationship between intrinsic motivation and intention to learn. Furthermore, the relationships between both extrinsic and intrinsic motivation and intention to learn are moderated by subjective norms. This study enriches the extant literature on the impact of technology fit and subjective norms on MOOC learning. Few studies have focused on how students can be effectively encouraged to take MOOCs. Given the lack of theoretical and empirical research, this study developed a theoretical model and conducted an empirical study to fill the research gap.
本研究探讨了动机与大规模开放在线课程（MOOC）学习意愿之间关系的潜在机制，以及影响该机制的情境调节因素。基于动机理论和相关文献，本研究调查了动机如何影响学生参与MOOC学习的意愿以及相关的中介和调节效应。我们的研究结果表明，外在动机和内在动机都对参与MOOC学习的意愿有显著影响。此外，结果还表明，外在动机与学习意愿之间的关系是由学习者感知的技术适配性介导的，而内在动机与学习意愿之间的关系并非如此。此外，外在动机和内在动机与学习意愿之间的关系都受到主观规范的调节。本研究丰富了关于技术适配性和主观规范对MOOC学习影响的现有文献。很少有研究关注如何有效地鼓励学生参与MOOC学习。鉴于缺乏理论和实证研究，本研究构建了一个理论模型并进行了实证研究，以填补这一研究空白。
