Learning Beliefs and Blended Learning Engagement among Vocational College Students: The Mediating Role of Technology Acceptance
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Abstract
This study examines how learning beliefs—specifically growth mindset (GM) and ICT self-efficacy (ICTSE)—influence blended learning engagement (BLE) among vocational college students in Chongqing, China, through the mediating mechanisms of perceived ease of use (PEOU) and perceived usefulness (PU) within the Technology Acceptance Model (TAM). Three objectives guided the study: (1) to examine the direct effects of GM and ICTSE on BLE and of GM on ICTSE; (2) to determine the mediating roles of PEOU and PU, including serial mediation effects; and (3) to construct and validate an integrated “Learning Beliefs → TAM → BLE” model. A cross-sectional survey was administered to 608 students across six vocational colleges in Chongqing, using two-stage stratified sampling. Data were analyzed via hierarchical regression and structural equation modeling (SEM) in SPSS and AMOS. All 14 hypotheses were supported. GM and ICTSE both positively predicted BLE, with ICTSE exerting a stronger direct effect; GM significantly predicted ICTSE, establishing mindset as foundational to technology confidence. PEOU and PU functioned as significant mediators, including a novel four-step serial chain (GM → ICTSE → PEOU → PU → BLE). Critically, GM operated predominantly through indirect pathways (67.9% of total effect), whereas ICTSE exerted a stronger direct influence (61.1%)—revealing qualitatively distinct psychological mechanisms. The integrated model achieved excellent fit and explained 46.9% of BLE variance. These findings advance the theoretical integration of implicit theory, social cognitive theory, and TAM, and offer a validated framework for designing belief- and technology-targeted interventions in vocational education.
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