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Determinants of Learning Persistence in Open Universities: An Extended S-O-R Perspective |
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| รหัสดีโอไอ | |
| Creator | Yayun Zhang |
| Title | Determinants of Learning Persistence in Open Universities: An Extended S-O-R Perspective |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | Journal of Interdisciplinary Research |
| Journal Vol. | 11 |
| Journal No. | 1 |
| Page no. | 160-170 |
| Keyword | Learning Persistence, SOR, OULP, Open Education, Sense of Belonging |
| URL Website | https://assumptionjournal.au.edu/index.php/eJIR/article/view/9905 |
| Website title | JIR |
| ISSN | 2408-1906 |
| Abstract | Purpose: Grounded in the Extended Stimulus-Organism-Response (S-O-R) framework, this study investigates the mechanistic pathways driving learning persistence in the Open University context to address chronic attrition. It integrates the IS Success Model to examine how external system characteristics and internal psychological schemas jointly influence student commitment in distance education. Research design, data and methodology: Data were collected from 502 first-semester undergraduates at Yunnan Open University through quota and purposive sampling, utilizing an 80-point screening criterion. Methodological rigor was ensured using HTMT ratios for discriminant validity and 5,000-resample bootstrapping for mediation analysis within a structural equation model (SEM). Results: The model explains 35.7% of the variance in persistence. Internal (Sense of Belonging and Academic Self-Efficacy) and external (Information Quality and Service Quality) stimuli significantly initiate multidimensional engagement, acting as a dual-path mediation mechanism toward persistence. Notably, emotional engagement (?=0.383) emerged as a more potent predictor than cognitive engagement (?=0.370) Conclusions: Learning persistence is governed by a dual-track mechanism of "technical enablement" and "psychological triggering," theoretically advancing the S-O-R paradigm. While acknowledging potential selection bias from the purposive sampling of high-performing students, the study suggests institutional support should prioritize community-building to stimulate emotional investment, mitigating initial transition shock for adult learners. |
