Self-efficacy for self-regulated learning and blended learning intention: Mediation analysis based on the technology acceptance model

Blended learning, a key driver of higher education’s digital evolution, demands attention to students’ psychological readiness for its effective adoption. This study explored the critical link between self-efficacy for self-regulated learning and the intention to engage in blended learning among Chinese university students. We focused on the mediating effects of perceived usefulness and perceived ease of use as postulated by the technology acceptance model. We collected data from 1,118 Chinese university students through anonymous questionnaires, assessing their self-efficacy for self-regulated learning, perceived usefulness, perceived ease of use, and blended learning intention. The findings revealed significant predictive effects of self-efficacy for self-regulated learning on blended learning intention, partially mediated by perceived usefulness and perceived ease of use. The implications of these findings and potential directions for future research are discussed.