Vilma P. Gayrama
Background. This study underscores the importance of motivation in self-regulated learning and technology-use efficacy, particularly in the context of online learning modality. The transition to blended and hybrid learning modalities has necessitated a reevaluation of the factors influencing student success. Methods. This quantitative survey study was conducted at Biliran Province State University (BiPSU) in the Philippines. Using a convenience sampling approach, data were collected through a Likert scale questionnaire to 800 respondents’ undergraduate students enrolled in the second semester of the 2022-2023 academic year. The study employed Partial Least Squares - Structural Equation Modeling (PLS-SEM) through SmartPLS to explore the relationships between perceived competence, value, pressure/tension, interest, effort, and technology-use efficacy. The measurement model was validated by assessing indicator reliability, internal consistency, construct reliability, and discriminant validity. The study's exploratory nature and statistical approach enabled a robust analysis of factors influencing students’ technology-use efficacy. Results. The results revealed that reducing pressure/tension and enhancing the perceived value of tasks are significant pathways to improving technology-use efficacy. Specifically, perceived choice and relatedness reduce pressure/tension, and both perceived choice and competence increase the value of the task, leading to higher technology-use efficacy. Effort/importance and interest/enjoyment did not significantly mediate the relationships between the predictors and technology-use efficacy. Conclusion. Fostering a sense of autonomy, competence, and relatedness may be more critical to promoting effective technology use than focusing solely on effort or enjoyment. © The Author(s), 2025.
University of San Carlos, Cebu City, Philippines
