ArticleEducation and information technologies2023
The role of students' relational identity and autotelic experience for their innovative and continuous use of e-learning.
Article in Education and information technologies, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Learning flow in educational contexts: A meta-analysis of its antecedents and outcomes.The British journal of educational psychology · 2026Pooled it
- Integrating digital tools and constructivist learning: a ubiquitous learning framework for enhancing creativity in music education.BMC psychology · 2025Article
- The impact of mobile-assisted swimming applications on intrinsic motivation and fear reduction in aquatic environments among students in the swimming course.Frontiers in sports and active living · 2024Article
- Willingness of university students to continue using e-Learning platforms after compelled adoption of technology: Test of an extended UTAUT model.Education and information technologies · 2023Article
- How does Identity Theory contribute to the Continuance Use of E-learning: The mediating role of Inertia and moderating role of computer Self-efficacy.Education and information technologies · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students' social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students' relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students' perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (β = 0.190,
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.