Understanding e-learning continuance intention in the workplace: A self-determination theory perspective

By Juan Carlos Roca, Marylène Gagné. Computers in Human Behavior, 2008

763 citations recorded by the source corpus.

Subfields: Information Systems and Management, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2d06a594c9ff9043f589b4eb9c391e3fb36161df

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Citations in the corpus

A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types (2011, background): “…System TAM Padilla-Melendez, Garrido-Moreno, and Del Aguila-Obra (2008) 225 Students E-learning Technology/Tool (Web-based Collaboration) TAM Roca and Gagne (2008) 166 Employees E-learning System TAM Liaw (2008) 424 Students E-learning System (BlackBoard) TAM Wang and Wang (2009) 268…”
Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments (2013, background): “Ruohotie (2002) states that self-regulated learners are better able to direct new efforts in their learning processes.”
Mobile Augmented Reality: The Potential for Education☆ (2013, background): “…found that technology have always held a great promise for increasing student engagement and level in understanding the learning content (Di Serio, Ibáñez, & Kloos, 2012; Kreijns, Acker, Vermeulen, & Buuren, 2013; Roca & Gagné, 2008) among the key elements that leads to better academic results.”
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty (2012, background): “…setting challenging goals, perceived enjoyment (intrinsic motivation), perceived usefulness (extrinsic motivation), clear direction, reward and recognition, punishment/regulation, social pressure and competition (Arbaugh, 2000; Law et al., 2010; Lee, Cheung, & Chen, 2005; Roca & Gagné, 2008).”
Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach (2012, background): “Roca and Gagne (2008) investigated the use of e-learning using an integration of TAM and self-determination theory (SDT).”
College Students’ Entrepreneurial Intention: Testing an Integrated Model of SDT and TPB (2019, result): “Our findings support earlier research on positive outcomes result from NSs (Croson & Minniti, 2012; Hagger & Chatzisarantis, 2009; Niemiec & Ryan, 2009; Roca & Gagne, 2008; Stenius et al., 2017).”
Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012, methodology): “Similar scales for this construct have been used in previous studies (McGill and Hobbs, 2008; Roca and Gagne´, 2008). b. Satisfaction.”
The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology (2009, methodology): “More specifically, Roca and Gagné (2008) describe perceived usefulness in identification terms, and hence, as an autonomous form of extrinsic motivation.”
A model of knowledge‐sharing motivation (2009, neutral): “Roca and Gagné (2008) found that need satisfaction was positively related to intention to use an e-learning system.”
Antecedents and consequences of e‐learning acceptance (2011, methodology): “…Chatzoglou et al ., 2009; Lee et al ., 2009; Liu et al ., 2009); PE directly determines intention to use the e-learning system (Lee et al ., 2005; Roca & Gagné, 2008; Chatzoglou et al ., 2009; Lee et al ., 2009); and attitude towards using the e-learning system directly determines intention to…”
Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work‐related Basic Need Satisfaction scale (2010, background): “…Organizational Psychology (2010), 83, 981–1002 q 2010 The British Psychological Society www.bpsjournals.co.uk DOI:10.1348/096317909X481382 satisfaction seems, however, to be hampered by the lack of a specific validated measure, leading to the reliance on ad hoc scales (e.g., Roca & Gagné, 2008).”
Motivation in online learning: Testing a model of self-determination theory (2010, background): “With a few exceptions, such as Xie, Debacker, and Ferguson (2006) who applied SDT to examine online discussion, and Roca and Gagné (2008) who examined e-learning continuance intention in the workplace, studies that apply SDT in the online learning environment are barely found.”
The importance of perceived autonomy support for the psychological health and work satisfaction of health professionals: Not only supervisors count, colleagues too! (2011, background): “Past research suggests that supervisors inﬂuence health professionals’ psychological health and work satisfaction by enhancing need satisfaction and self-determined types of motivation (Baard et al. 2004; Blais and Brie`re 1992; Deci et al. 2001; Lynch et al. 2005; Roca and Gagne´ 2008).”