Abstract
Self-efficacy for self-regulated learning (SESRL) is a protective factor for academic performance. However, there are few studies have explored its impact on online learning during the Covid-19. This study investigated (a) the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU) in the relationship between SESRL and use intention (UI) and (b) the moderating role of gender in the indirect relationship between SESRL and UI. Four hundred Chinese college students entered this study and completed the measurements of SESRL, PEOU, PU and UI. The results showed that SESRL, PEOU, PU and UI were positively correlated with each other. Mediating analysis showed that PEOU and PU mediated the relationship between SESRL and UI. By comparison, the single mediating effect of PEOU was stronger than the single mediating effect of PU and the multiple mediation of them together, which showed the robust effect of PEOU. Moderation analysis showed that the effects of SESRL on PU and PEOU in females were stronger than in males. A high level of SESRL is more conducive to improving the PU and PEOU of female students, which further influenced their intention to use online learning.
Highlights
In order to reduce the spread of Coivd-19, many countries formulated policies to control interpersonal distance, and schools adopted online learning to protect the health of students and teachers [1], [2]
This study proposed the following assumptions: H1: Perceived usefulness and perceived ease of use could mediate the relationship between Self-efficacy for self-regulated learning (SESRL) and use intention
SESRL was positively correlated with perceived ease of use (PEOU), but the correlation was weaker compared to female students
Summary
In order to reduce the spread of Coivd-19, many countries formulated policies to control interpersonal distance, and schools adopted online learning to protect the health of students and teachers [1], [2]. In China, colleges replaced face-to-face courses with online courses to keep education sustainable during the epidemic with tools like Teams, Zoom, and MOOC. The flexible communication and digital learning resources of online learning make learners experience a particular way of learning and change the traditional relationship between teachers and students. Scholars have found the positive impact of online learning during the epidemic. The constraint of Covid-19 positively influenced students’ performance and efficiency in online learning by changing their learning strategies and making learning sustainable [5], [6]
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