College Students’ Computer Self-efficacy, Intrinsic Motivation, Attitude, and Satisfaction in Blended Learning Environments

  • Yanhong Li
  • Harrison Hao YangEmail author
  • Jin Cai
  • Jason MacLeod
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10309)


The purpose of this study was to examine the relationships between students’ computer self-efficacy, intrinsic motivation, attitude, and satisfaction in blended learning environments. The participants were 239 college students enrolled at Hubei University in China. A survey including four existing instruments was used for data collection. The results of structural equation modeling analysis suggested students’ attitudes toward online and face-to-face classes were the most influential toward to satisfaction in blended learning environments. Higher levels of intrinsic motivation were seen to be influential toward satisfaction in blended learning environments. Computer self-efficacy was seen to influence intrinsic motivation and attitudes, but not found to influence satisfaction in blended learning environments.


Blended learning Computer self-efficacy Intrinsic motivation Attitude Satisfaction 



The work was supported by the Key Project of Philosophy and Social Science Research, Ministry of Education of China (14JZD044).


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Yanhong Li
    • 1
  • Harrison Hao Yang
    • 2
    • 3
    Email author
  • Jin Cai
    • 1
  • Jason MacLeod
    • 2
  1. 1.Collaborative & Innovative Center for Educational TechnologyCentral China Normal UniversityWuhanChina
  2. 2.School of Educational Information TechnologyCentral China Normal UniversityWuhanChina
  3. 3.School of EducationState University of New York at OswegoOswegoUSA

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