The Role of Self-Regulated Learning in Shaping Students’ Intention to Use E-Learning Systems

Abstract

The widespread use of e-learning systems in higher education highlights the necessity to understand the determinants of students’ intention to utilize e-learning systems. This study builds upon the Expectation–Confirmation Model (ECM) by incorporating self-regulated learning (SRL) as a pivotal construct to underpin students’ intention to utilize e-learning systems. Specifically, this study explores the influence of perceived usefulness (PU) and confirmation on SRL, and the influence of SRL on behavioral intention (BI). Data were obtained by utilizing an on-line questionnaire sent to university students, with a total of 214 valid responses. Descriptive statistics were calculated in SPSS, while AMOS was employed for structural equation modeling (SEM), following a two-step approach combining confirmatory factor analysis (CFA) and path analysis. Findings revealed that both PU and confirmation exerted significant and positive influences upon SRL, with confirmation showing a stronger effect. In addition, SRL had a strong positive effect on BI, highlighting its central role for predicting students’ intention to use e-learning systems. Findings extend the original ECM and confirm the role of SRL as both an outcome of system-related perceptions and a significant predictor of continued use of technology. The practical implications for educators and system designers in stimulating SRL via educational e-learning environments are also considered in the discussion section.