The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention

IF 2.4 Q3 MANAGEMENT

International Journal of Educational Management Pub Date : 2024-03-12 DOI:10.1108/ijem-02-2023-0080

Arash Kamali, Seyyed Babak Alavi, Mohammad Reza Arasti

{"title":"The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention","authors":"Arash Kamali, Seyyed Babak Alavi, Mohammad Reza Arasti","doi":"10.1108/ijem-02-2023-0080","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.</p>\n<h3>Design/methodology/approach</h3>\n<p>Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).</p>\n<h3>Findings</h3>\n<p>The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.</p>\n<h3>Research limitations/implications</h3>\n<p>The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.</p>\n<h3>Originality/value</h3>\n<p>This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.</p>","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"6 1","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijem-02-2023-0080","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose

Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.

Design/methodology/approach

Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).

Findings

The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.

Research limitations/implications

The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.

Originality/value

This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

查看原文本刊更多论文

初始使用在线教学平台期间的基本心理需求满足（BPNS）对教师持续使用意向的作用

目的基于自我决定理论（SDT），本研究旨在探究教师继续使用在线教学平台的动机前因。为此，我们引入了一个包含基本心理需求满足（BPNS）和不同动机机制的模型。设计/方法/途径通过对 312 名教师的调查研究，我们用结构方程模型（SEM）检验了该模型。此外，我们还说明了不同类型的外在动机的重要性。通过提出一个替代模型，我们证明了初始使用识别调节（外在动机的一种类型）与持续意向（CI）之间存在关联。然而，如果模型中存在 BPNS，这种关联就失去了意义。此外，我们还确定，初始使用外部调节（另一种外在动机）与教师在线教学的持续意向（CI）之间没有显著关系。最后，研究结果表明，使用前的非激励和内在激励会通过初始使用 BPNS 影响 CI。研究局限/意义研究结果表明，教育机构的决策者应考虑到外在动机有不同类型，其影响也不同，而 BPNS 对教师继续使用在线教学平台的意向有着至关重要的作用。我们集中研究了在线教学中几乎被忽视的教职员工的动机视角问题，而文献主要关注的是学生的视角，这一点既重要又罕见。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Educational Management MANAGEMENT-

CiteScore

4.30

自引率

8.30%

发文量

期刊介绍： The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.