The Behavioral Intention of College Students Majoring in Dance in Shandong Province to Adopt Chinese Folk Dance Online Courses
Description
Research Hypotheses This study aimed to investigate the factors that influence students' behavioral intentions to adopt online learning for Chinese folk dance courses. The research hypotheses were formulated based on the Theory of Planned Behavior (TPB), focusing on the following relationships: H1: Students' attitudes (AA) positively influence their behavioral intention (DI) to adopt an online learning platform. H2: Subjective norms (BS) positively influence students' selection of online learning for Chinese folk dance courses. H3: Perceived behavioral control (CP) positively influences students' behavioral intention to engage in online learning. Data Findings The data collected from 338 students were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The key findings include: Subjective norms had the strongest effect on behavioral intention with a path coefficient of 0.384. This suggests that students are heavily influenced by the expectations and opinions of peers and faculty in their decision to adopt online learning. Perceived behavioral control also had a significant impact, with a path coefficient of 0.339. This indicates that students’ confidence in their ability to navigate online platforms and succeed in online courses plays a major role in their intention to engage in online learning. Attitude had the weakest relationship with behavioral intention, with a path coefficient of 0.189. While attitude does influence students’ decisions, it plays a relatively smaller role compared to subjective norms and perceived behavioral control. Data Collection and Use The study collected data through an electronic questionnaire, distributed via email and WeChat groups to students majoring in dance in several higher education institutions across Shandong Province. The questionnaire was designed based on the TPB framework, and contained 17 items measuring attitude, subjective norms, perceived behavioral control, and behavioral intention. A seven-point Likert scale was used, with participants selecting a number from 1 (strongly disagree) to 7 (strongly agree) to reflect their agreement with each statement. After screening for missing data and incomplete responses, 338 valid responses were included in the analysis. Statistical analyses were performed using SPSS version 29.0 and Smart-PLS version 4.0, allowing for the evaluation of the relationships between the constructs and the overall model fit. Data Interpretation The data were interpreted using path coefficients from the PLS-SEM analysis. The results indicate that subjective norms and perceived behavioral control are key predictors of behavioral intention, while attitude plays a smaller, albeit still important, role. These findings suggest that the success of online learning platforms—especially for Chinese folk dance courses—depends largely on how supported students feel by their peers and educators, as well as their confidence in navigating the technological environment.