Self-Efficacy, Conscientiousness, and Technology Acceptance in Online/Hybrid Learning

摘要

Building on technology acceptance model, a model of conscientiousness, self-efficacy, perceived ease of use and usefulness of technology, and satisfaction with online/hybrid learning systems was tested. Findings indicate that self-efficacy fully mediates the relationship between conscientiousness and perceived ease of use; perceived ease of use fully mediates the relationship between self-efficacy and student satisfaction, and between self-efficacy and perceived usefulness; perceived usefulness partially mediates the relationship between perceived ease of use and student satisfaction.