Explaining the Intention to Use Technology among University Students: A Structural Equation Modeling Approach

Autor/inn/en	Teo, Timothy; Zhou, Mingming
Titel	Explaining the Intention to Use Technology among University Students: A Structural Equation Modeling Approach
Quelle	In: Journal of Computing in Higher Education, 26 (2014) 2, S.124-142 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-014-9080-3
Schlagwörter	Structural Equation Models; Intention; College Students; Computer Attitudes; Student Attitudes; Self Efficacy; Student Surveys; Computer Literacy; Technology Uses in Education + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Schülerbefragung; Computerkenntnisse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The aim of this study is to examine the factors that an influence higher education students' intention to use technology. Using an extended technology acceptance model as a research framework, a sample of 314 university students were surveyed on their responses to seven constructs hypothesized to explain their intention to use technology. Data were analyzed using structural equation modeling and the results showed that perceived usefulness and attitude toward computer use were significant determinants of the intention to use technology, while perceived ease of use influenced intention to use technology through attitude towards computer use. Computer self-efficacy and subjective norm acted as antecedents for perceived usefulness and attitude towards computer use, while facilitating conditions acted as antecedents for perceived ease of use and attitude towards computer use. Together these constructs explained 54.7% of the variance in students' intention to use technology. Implications of the findings were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10