■在当今的数字经济中,数据资源获得了战略认可。企业将数据分析能力视为一种核心组织竞争力。本研究探讨了影响大学生在数据分析技术课程中继续学习意愿的因素,以揭示自我效能感在交互性与继续学习意愿之间关系中的作用。
■支持该研究的研究模型基于刺激-生物体-响应模型和流动理论。使用SmartPLS对模型进行了验证。通过标准的在线调查方法共收集了314份有效问卷。
■在内部因素中,研究结果表明,认知兴趣和自我效能感对持续学习意向均有显著的正向影响。此外,认知兴趣对自我效能有显著的正向影响。在外部刺激中,内容质量,软件质量,互动对自我效能有显著的正向影响。软件质量对认知兴趣没有显著影响。重要的是,自我效能感对互动性和持续学习意向之间的关系具有显着的调节作用。
UNASSIGNED: In today\'s digital economy, data resources have gained strategic recognition. Enterprises view data analytic capabilities as a core organizational competitiveness. This study explored factors influencing college students\' continuance learning intention in data analysis technology courses to inform the role of self-efficacy on the relationship between interactivity and continuance learning intention.
UNASSIGNED: The research model underpinning the study was based on the Stimulus-Organism-Response model and flow theory. The model was validated using SmartPLS. A total of 314 valid questionnaires were collected via the standard online survey approach.
UNASSIGNED: Among internal factors, study results showed both cognitive interest and self-efficacy had significant positive effects on continuance learning intention. Also, cognitive interest had a significant positive effect on self-efficacy. Among external stimuli, content quality, software quality, and interactivity had significant positive effects on self-efficacy. Software quality did not have a significant effect on cognitive interest. Importantly, self-efficacy registered a significant moderating role on the relationship between interactivity and continuance learning intention.