Factrs Influencing Agricultural Leadershp Students' Behavioral Intentions: Examining the Potental Use of Mobile Technology in Courses

Abstract

Mobile technology is pervasive at institutions across the U.S. The study was framed with self-efficacy theory, self-directed learning theory, and the unified theory for acceptance and use of technology. The purpose of this study was to assess undergraduate students’ behavioral intention towards mobile technol- ogy acceptance in agricultural education courses. The population was undergraduate agricultural lead- ership students (N = 687) in a department of agricultural education at a land-grant university. Random sampling was employed to assist the researchers in answering the study’s objectives and to generalize findings to the target population. Survey research was employed as the data collection method and de- scriptive statistics, correlations, and multiple regression were implemented to analyze the data. Three hundred forty-four students were surveyed and 88.10% (n = 303) of the sample responded to the survey. Self-efficacy, level of self-directedness, and GPA explained 32% of the variance of students’ behavioral intention to use mobile technology. The data suggested students are accepting the use of mobile technolo- gy in academic settings to enhance learning. By developing a better comprehension of factors that influ- ence student’s behavioral intentions with mobile technology, institutions may improve student learning and better assist institutions achieve strategic objectives through disseminating institutional information with mobile technology.