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year 12, Issue 6 (summer 2023 2023)
Rooyesh 2023, 12(6): 49-58 |
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Senobar A, Ghadampour E, Abbasi M. The Investigating the relationship between learner's motivation and students' acceptance of virtual learning: the mediating role of perceived usefulness. Rooyesh 2023; 12 (6) :49-58
URL: http://frooyesh.ir/article-1-4012-en.html
URL: http://frooyesh.ir/article-1-4012-en.html
1- PhD Student, Lorestan University, Khorramabad, Iran.
2- Professor, Lorestan University, Khorramabad, Iran. , ghadampour.e@lu.ac.ir
3- Assistant Professor, Lorestan University, Khorramabad, Iran.
2- Professor, Lorestan University, Khorramabad, Iran. , ghadampour.e@lu.ac.ir
3- Assistant Professor, Lorestan University, Khorramabad, Iran.
Abstract: (826 Views)
The present study aimed to investigate the relationship between learner's motivation and the acceptance rate of virtual learning and the mediating role of students' perceived usefulness. The design of this research was descriptive and correlational. The statistical population of the research was made up of all student teachers entering 2019 in the academic year of 2020-2021 in Khuzestan province which of these, 220 people were selected by cluster sampling. Data were collected by Harter's academic motivation questionnaire (HAMS; Harter, 1981), perceived usefulness (PUS; Davis, 1989), and acceptance of virtual learning (ElAM; Teo, 2010) and were analyzed using path analysis. The results of structural equation modeling showed that the learner's motivation directly and positively affects students' acceptance of virtual learning (P<0.05). Also, inclusive basis indirectly and through perceived usefulness has a positive effect on virtual learning acceptance (P<0.05). The fit index also showed that the study model had a good fit. Therefore, it can be concluded that perceived usefulness is mediating in the relationship between a learner's motivation and acceptance of virtual learning.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2022/07/5 | Revised: 2023/10/25 | Accepted: 2022/08/17 | ePublished: 2023/10/25
Received: 2022/07/5 | Revised: 2023/10/25 | Accepted: 2022/08/17 | ePublished: 2023/10/25
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