The Role of Perceived E-Collaborative Performance in an Extended Theory of Planned Behavior Model

Abstract

Online web technologies are adopted to improve students' collaborative work. However, the factors that affect students' engagement in online collaboration (e-collaboration) have not been understood in previous studies. This research aimed to examine the extent to which students' intentions to e-collaborate can be explained by the theory of planned behavior. A sample of secondary and tertiary students was used (N = 175). The results from the partial least square approach to structural equation modeling (PLS-SEM) indicated that the path coefficients of the relationships partially reinforced the a priori construction of the hypothesized model. In brief, attitudes toward e-collaboration and subjective norms were positively and significantly related to e-collaborative intentions, while perceived behavioral control indirectly predicted e-collaborative intentions via perceived e-collaborative performance. Research and practical implications have been presented in the paper.