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<p>This study aims to explore how social media and self-determination can enhance learning outcomes for management education students, providing insights that can directly inform effective educational strategies. The Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM) serve as the theoretical foundations for this work. It further explains the relationships among Autonomy (AU), Competence (CO), Relatedness (RE), Perceived Usefulness (PU), Perceived Enjoyment (PE), and Perceived Ease of Use (PEU) with Learning Outcomes (LO) using SEM in SmartPLS 4.0. Higher learning outcomes are associated with self-determined motivation for digital collaboration, and most relationships between these factors are positive. Additionally, PEU and PE significantly increase students’ intention to use social media for academic purposes, thereby further improving learning outcomes. The results indicate that perceived usefulness (PU) does not have a statistically significant effect on students’ intention to use (IU) social media for learning, suggesting that management education students may not prioritise the utilitarian benefits when engaging with such platforms. This research finding calls for educators to apply social media in ways that demonstrate its practical, career-oriented applicability. This research offers valuable insights to management educators and policymakers on designing learning environments that are easy to use, enjoyable, and intended to foster digital collaboration for learning. With self-determined motivation, social media can be effectively used to enhance the learning experiences and outcomes of management students.</p>

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Empowering learners: the role of self-determination and social media in achieving learning outcomes

  • 期刊论文

  • 发表日期：

    2026年5月7日

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  • Gouri Shankar Sharma,
  • Pradeep Verma,
  • Alok Jain

摘要

This study aims to explore how social media and self-determination can enhance learning outcomes for management education students, providing insights that can directly inform effective educational strategies. The Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM) serve as the theoretical foundations for this work. It further explains the relationships among Autonomy (AU), Competence (CO), Relatedness (RE), Perceived Usefulness (PU), Perceived Enjoyment (PE), and Perceived Ease of Use (PEU) with Learning Outcomes (LO) using SEM in SmartPLS 4.0. Higher learning outcomes are associated with self-determined motivation for digital collaboration, and most relationships between these factors are positive. Additionally, PEU and PE significantly increase students’ intention to use social media for academic purposes, thereby further improving learning outcomes. The results indicate that perceived usefulness (PU) does not have a statistically significant effect on students’ intention to use (IU) social media for learning, suggesting that management education students may not prioritise the utilitarian benefits when engaging with such platforms. This research finding calls for educators to apply social media in ways that demonstrate its practical, career-oriented applicability. This research offers valuable insights to management educators and policymakers on designing learning environments that are easy to use, enjoyable, and intended to foster digital collaboration for learning. With self-determined motivation, social media can be effectively used to enhance the learning experiences and outcomes of management students.