Work

Relationship between satisfaction and continuance intention of virtual learning communities for international students in China

Year: 2025

Type: article

Abstract: This study examines the psychological mechanisms underlying international students' satisfaction and continuance intention in using virtual learning communities (VLCs) in China-an underdeveloped yet increasingly relevant area in educational psychology. Integrating the Technology Acceptance Model (TAM) and the Information Systems Continuance Model (ISCM), we propose a multidimensional satisfaction framework encompassing functional operation, interactive emotion, and utility value, and investigate the roles of technological self-efficacy, knowledge-sharing attitude (KA), and learning goal orientation (LO). Data were collected via a cross-sectional survey of 308 international students from Chinese universities and analyzed using factor analysis, reliability assessment, and hierarchical regression. Results reveal that KA most strongly predicts overall satisfaction, followed by LO, while technological self-efficacy shows a weaker and more limited influence. Satisfaction significantly positively correlates with continuance intention, with each dimension making a distinct contribution. Furthermore, overall satisfaction mediates the relationship between KA and continuance intention. These findings extend current theoretical models by incorporating motivational and social-cognitive factors and offer practical implications for designing more psychologically congruent and culturally responsive online learning environments for international students.

Source: Acta Psychologica

DOI: 10.1016/j.actpsy.2025.105917

Author: Lili Qi

Institutions: Guangzhou University, South China University of Technology

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,670