高校学生使用网络教学平台的意愿研究——一个受调节的中介模型

摘要/Abstract

摘要：

本文在九江学院的全日制大学生中采集样本，以技术接受模型为基础，以感知有用性和感知易用性为自变量，使用意愿为因变量，态度为中介变量，大五人格为调节变量，建立起网络教学平台使用意愿模型。用Amos20.0和Spss17.0进行信度效度分析、验证性因素分析和结构方程模型检验，采用自举法和分组回归法，对态度的中介作用和大五人格的调节作用进行检验。研究结果表明：首先，网络教学平台的感知有用性、感知易用性对态度有显著正向影响，态度对使用意愿有显著正向影响。其次，态度在感知有用性、感知易用性与使用意愿之间有显著的中介作用。再次，大五人格对态度与使用意愿的关系、感知有用性与态度的关系、感知易用性与态度的关系，有部分调节作用。最后，大五人格对以态度为中介的感知有用性与使用意愿的关系，有部分调节作用。

关键词: 网络教学平台, 使用意愿, 态度, 大五人格

Abstract:

In this paper, samples are collected from full-time college students of Jiujiang University. Technology acceptance model is regarded as the basis. Perceived usefulness and perceived ease of use are independent variables. Intention to use is dependent variable. Attitude is mediating variable. The Big Five personality is moderate. A model of intention to use network teaching platform is established. Reliability and validity analysis, confirmatory factor analysis and structural equation model testing are conducted by Amos20.0 and Spss17.0. The intermediary role of attitude and moderation role of the Big Five personality are tested by using the bootstrap method and grouping regression method. The results show that firstly, perceived usefulness and perceived ease of use of network teaching platform have a significant positive effect on attitudes, and attitude has a significant positive impact on intention to use; secondly, attitude has a significant intermediary role among perceived usefulness, perceived ease of use and intention to use; thirdly, Big Five personality has some moderating role on the effect of attitude on intention to use, perceived usefulness on attitude, and perceived ease of use on attitude; and lastly, Big Five personality has some moderating role on the effect of perceived usefulness on intention to use.

Key words: network teaching platform, intention to use, attitude, Big Five personality

戴卓. 高校学生使用网络教学平台的意愿研究——一个受调节的中介模型[J]. , 2016, 28(9): 98-105.

Dai Zhuo. Study on College Students' Intention to Use the Network Teaching Platform——A Moderated Mediation Model[J]. , 2016, 28(9): 98-105.

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