The Impact of Application-Specific Computer Self-efficacy on Chinese College Students’ Learning Satisfaction in English MOOCs: Mediating Roles of Intrinsic Motivation and Perceived Usefulness

Hypotheses: H1. Perceived usefulness (PU) positively influences online learning satisfaction (OLS). H2. Intrinsic motivation (IM) positively influences perceived usefulness (PU). H3. Intrinsic motivation (IM) positively influences online learning satisfaction (OLS). H4. Application-specific computer self-efficacy (ACS) positively influences intrinsic motivation (IM). H5. Application-specific computer self-efficacy (ACS) positively influences perceived usefulness (PU). H6. Application-specific computer self-efficacy (ACS) positively influences online learning satisfaction (OLS). H7. Intrinsic motivation (IM) mediates the relationship between application-specific computer self-efficacy (ACS) and online learning satisfaction (OLS). H8. Perceived usefulness (PU) mediates the relationship between application-specific computer self-efficacy (ACS) and online learning satisfaction (OLS). H9. Intrinsic motivation (IM) and perceived usefulness (PU) collectively mediate the relationship between application-specific computer self-efficacy (ACS) and online learning satisfaction (OLS). Findings: Several salient relationships surfaced during the exploration of the interplay between predictors of learning satisfaction in English MOOCs. First and fore-most, application-specific computer self-efficacy was notably related to intrinsic motivation (β=0.745, p