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The Role of Self-Determination Theory in Explaining Educators’ Motivation to Continue to Use E-Learning Technology

Kamali, Arash | 2025

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  1. Type of Document: Ph.D. Dissertation
  2. Language: Farsi
  3. Document No: 58127 (44)
  4. University: Sharif University of Technology
  5. Department: Management and Economics
  6. Advisor(s): Arasti, Mohammad Reza; Alavi, Babak
  7. Abstract:
  8. Although technology acceptance and continuance intention have been studied for years, certain ambiguities remain unexplored. Researchers have consistently sought to identify the factors influencing individuals' decision-making processes regarding technology adoption, on one hand, and the determinants of their continuance intention, on the other. While extrinsic and intrinsic motivations have been examined as influential factors at the acceptance stage, the dynamics within motivational mechanisms and their differential impacts at the acceptance stage versus the initial usage phase have been overlooked. This study investigates (1) the relationship between users' motivational mechanisms in the early stages of technology interaction (acceptance and initial usage) and their continuance intention, and (2) the relationship between the fulfillment of users' psychological needs and these motivational mechanisms. The research aims to clarify the distinction between motivational mechanisms at the acceptance stage versus those in the initial usage phase. Given the importance of motivational mechanisms, Self-Determination Theory (SDT)—which conceptualizes motivation along a spectrum from amotivation to intrinsic motivation—was employed. Additionally, due to the significant influence of technology type and organizational context on motivational factors, a specific technology (online learning) in an academic setting was selected. Following an extensive literature review, a theoretical model was developed based on sub-theories of SDT and Expectation-Confirmation Theory (ECT). This model was quantitatively assessed using data from 314 faculty members. The findings indicate that while the quantity of motivation (high intrinsic and extrinsic motivation) is crucial at the acceptance stage, only the quality of motivation (high autonomous motivation) during initial usage affects user satisfaction and continuance intention. Furthermore, the negative relationship between amotivation and psychological need fulfillment, as well as satisfaction, suggests that the opposite of intrinsic motivation is not extrinsic motivation but rather amotivation. This study also confirms the positive and direct impact of the need for relatedness on satisfaction and continuance intention—contrary to some prior research—while highlighting the importance of the focal point in fulfilling this need. Another key contribution is the discussion of introjected self-regulation and its cultural influence, distinguishing it from other motivational mechanisms. Finally, the study reveals that, from a dynamic perspective, intrinsic motivation at the acceptance stage positively correlates with both autonomous motivation and extrinsic motivation during initial usage
  9. Keywords:
  10. Continuance Usage Intention ; Satisfaction ; Online Learning ; Faculty Members ; Self-Determination Theory ; Motivational Mechanisms ; Basic Psychological Need Fulfillment ; Expectation-Confirmation Theory (ECT)

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