Relationship between satisfaction and continuance intention of virtual learning communities for international...

This study examines the psychological mechanisms underlying international students' satisfaction and continuance intention in using virtual learning communities (VLCs) in China-an underdeveloped yet increasingly relevant area in educational psychology. Integrating the Technology Acceptance Model (TAM) and the Information Systems Continuance Model (ISCM), we propose a multidimensional satisfaction framework encompassing functional operation, interactive emotion, and utility value, and investigate the roles of technological self-efficacy, knowledge-sharing attitude (KA), and learning goal orientation (LO). Data were collected via a cross-sectional survey of 308 international students from Chinese universities and analyzed using factor analysis, reliability assessment, and hierarchical regression. Results reveal that KA most strongly predicts overall satisfaction, followed by LO, while technological self-efficacy shows a weaker and more limited influence. Satisfaction significantly positively correlates with continuance intention, with each dimension making a distinct contribution. Furthermore, overall satisfaction mediates the relationship between KA and continuance intention. These findings extend current theoretical models by incorporating motivational and social-cognitive factors and offer practical implications for designing more psychologically congruent and culturally responsive online learning environments for international students.