Cargando…
Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators
This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning...
Autores principales: | , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8716430/ https://www.ncbi.nlm.nih.gov/pubmed/34975643 http://dx.doi.org/10.3389/fpsyg.2021.751017 |
_version_ | 1784624320938508288 |
---|---|
author | Pan, Xiaoquan Chen, Wei |
author_facet | Pan, Xiaoquan Chen, Wei |
author_sort | Pan, Xiaoquan |
collection | PubMed |
description | This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors. |
format | Online Article Text |
id | pubmed-8716430 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-87164302021-12-31 Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators Pan, Xiaoquan Chen, Wei Front Psychol Psychology This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors. Frontiers Media S.A. 2021-12-16 /pmc/articles/PMC8716430/ /pubmed/34975643 http://dx.doi.org/10.3389/fpsyg.2021.751017 Text en Copyright © 2021 Pan and Chen. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Pan, Xiaoquan Chen, Wei Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators |
title | Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators |
title_full | Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators |
title_fullStr | Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators |
title_full_unstemmed | Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators |
title_short | Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators |
title_sort | modeling teacher supports toward self-directed language learning beyond the classroom: technology acceptance and technological self-efficacy as mediators |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8716430/ https://www.ncbi.nlm.nih.gov/pubmed/34975643 http://dx.doi.org/10.3389/fpsyg.2021.751017 |
work_keys_str_mv | AT panxiaoquan modelingteachersupportstowardselfdirectedlanguagelearningbeyondtheclassroomtechnologyacceptanceandtechnologicalselfefficacyasmediators AT chenwei modelingteachersupportstowardselfdirectedlanguagelearningbeyondtheclassroomtechnologyacceptanceandtechnologicalselfefficacyasmediators |