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Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions, Learning Motivation and Technological Self-Efficacy

Year: 2025

Type: article

Abstract: This study investigated the relationship between technology acceptance and self-directed learning among students in the colleges of education in the Ashanti region of Ghana, with a focus on the mediating roles of positive emotions, learning motivation, and technological self-efficacy. With a sample of 237 students and employing Smart Partial Least Squares Structural Equation Modelling, the study revealed that technology acceptance positively influenced technological self-efficacy, learning motivation and positive emotions. The study also indicated that technological self-efficacy and learning motivation insignificantly predicted students’ self-directed learning, while positive emotions significantly predicted students’ self-directed learning. The analysis identified learning motivation and technological self-efficacy as insignificant mediators in this relationship, but positive emotions positively and significantly mediated the relationship. It is recommended that the Colleges of Education in Ghana should focus on increasing student's confidence in their technological abilities through targeted training programmes and support resources.

Source: International Journal of Mathematics and Mathematics Education

DOI: 10.56855/ijmme.v3i1.1178

Authors: Boniface Aabeyir, Raymond Aabeyir, Samuel Amoako, Francis Ohene Boateng

Institutions: University of Skills Training and Entrepreneurial Development, Simon Diedong Dombo University of Business and Integrated Development Studies, Akrokerri College of Education

Language: English

Topic: Technology Adoption and User Behaviour

Subfield: Information Systems and Management

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4407151898

FWCI:

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