Understanding learning behavior using location and prior performance as moderators

Abstract

This study proposes and validates a research model that examines individuals’ learning behavior. Drawing on social cognitive theory (SCT), this study postulates self-efficacy, outcome expectations, social influence, and facilitating conditions as the key drivers of individuals’ learning behavior. Learners’ residential location and prior performance are also considered as moderators in the proposed model. This study contributes to the education literature by extending traditional SCT models to examine the previously unexplored area of environmental factors containing social influence and facilitating conditions, by validating idiosyncratic drivers of learning behavior and by presenting an operationalization of location and prior performance as two moderators in the learning behavioral formation. Finally, implications and limitations of the research are also provided.

Acknowledgment

This work was financially supported by the National Science Council of the Republic of China, Taiwan [NSC 98-2410-H-142-004-MY2]. The authors wish to thank Ms. Ching-Yun Hsiao for helping our data collection.