Abstract
Learners’ behavioral intention to reuse e-learning is of great significance to the implementation and management of e-learning in higher education. This study examined the relationship between self-regulation and behavioral intention to reuse by focusing on the mediating role of study engagement and the moderating role of peer collaboration. Based on a sample of 379 undergraduates from central China, we found that self-regulation positively influences behavioral intention to reuse via study engagement. In addition, moderated path analysis indicated that peer collaboration strengthened the direct effect of self-regulation on study engagement and its indirect effect on behavioral intention to reuse. Theoretical and practical implications of these findings are discussed as well.
Funder
Fundamental Research Funds for the Central Universities
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