The Mediating Role of Computer Self-Efficacy in the Relationship between Technology Acceptance and Lifelong Learning in Elementary School Teachers

Document Type : Original Article

Authors

1 Associated Professor, Department of Educational Science, Faculty of Educational Science and Psychology, Payame Noor University, Tehran, Iran

2 Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran.

3 M. A., Department of Educational Sciences, Faculty of Educational Science and Psychology, Payame Noor University

Abstract

The present study aimed to fit the mediating role model of computer self-efficacy inthe relationship between technology acceptance and lifelong learning in elementary school teachers. The research is developmental research in terms of its purpose and descriptive and correlational in terms of data collection, in which the structural equation model method was used. (SEM). The statistical population included all the teachers of the beginning of Kermanshah city in the academic year of 2023-2024. In order to select the sample size based on the JPower software and according to the research method and effect size, 222 primary school teachers in Kermanshah were selected as a sample based on the available sampling method and followed the information technology acceptance questionnaires. Absolute (2021), Murphy et al.'s computer self-efficacy questionnaire (1989) and Lee and Tsai's lifelong learning questionnaire (2007) answered virtually. For data analysis, descriptive statistics including mean and standard deviation and inferential statistics including Pearson's correlation test and structural equation modeling were used through SPSS-26 and Smart PLS software. The findings showed that the effect of technology acceptance on lifelong learning is statistically positive and significant. The effect of technology acceptance on computer self-efficacy is statistically positive and significant. Computer self-efficacy has a significant effect on lifelong learning. Also, the indirect effect of technology acceptance on lifelong learning with the mediating role of computer self-efficacy is significant. The results obtained from the research showed that the conceptual model of lifelong learning based on technology acceptance with the mediating role of technological self-effcacay fits with the empirical model.

Keywords

References

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Technology and Scholarship in Education
Volume 6, Issue 3 - Serial Number 22
September 2026
Pages 33-48

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History

  • Receive Date: 08 February 2025
  • Revise Date: 13 July 2025
  • Accept Date: 31 July 2025
  • First Publish Date: 04 August 2025
  • Publish Date: 23 September 2026

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