Abstract
Learners’ behavioral intention to reuse e-learning is of great significance to the implementation and management of e-learning in higher education. This study examined the relationship between self-regulation and behavioral intention to reuse by focusing on the mediating role of study engagement and the moderating role of peer collaboration. Based on a sample of 379 undergraduates from central China, we found that self-regulation positively influences behavioral intention to reuse via study engagement. In addition, moderated path analysis indicated that peer collaboration strengthened the direct effect of self-regulation on study engagement and its indirect effect on behavioral intention to reuse. Theoretical and practical implications of these findings are discussed as well.
Highlights
Electronic learning has gained increased attention during the COVID-19 lockdown
In light of the above, we proposed the following hypotheses: Hypothesis 2: Study engagement mediates the relationship between self-regulation and behavioral intention to reuse e-learning systems
We proposed that peer collaboration presents an environmental resource that may strengthen the positive impact of self-regulation on study engagement
Summary
Electronic learning (or e-learning) has gained increased attention during the COVID-19 lockdown. It has facilitated student learning and well-being by providing Internet access to teaching and learning programs (Radha et al, 2020) and psychological assistance (Zhao et al, 2020) in universities and schools. Improving learners’ behavioral intention to reuse e-learning systems is a major challenge for many universities (Alqahtani and Rajkhan, 2020; Radha et al, 2020). Self-regulated learning refers to a series of active and volitional behaviors that individual uses to accomplish a learning goal (Zimmerman, 1986; Panadero, 2017). The link between self-regulation and behavioral intention to reuse has rarely been investigated
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