Does self-management of learning matter? Exploring mobile learning continuance from a valence framework perspective

Drawing on the valence framework, the present study intends to explore factors that influence college students' mobile learning (m-learning) continuance behaviours by focusing students' self-management of learning and learning utilities. The structural equation modelling (SEM) method was employed to analysis the proposed research model by utilising data collected from 379 m-learning users of a leading online education platform in China. The results indicated that negative learning utilities including mobile techno-exhausting and anxiety negatively affect m-learning continuance, while positive learning utilities including hedonic learning and fragmented learning positively affect m-learning continuance. More importantly, self-management of learning affects mobile learning continuance through a dual mechanism by decreasing the negative utilities (e.g., mobile techno-exhausting) and increasing the positive utilities (e.g., hedonic learning and fragmented learning). The theoretical and practical implications for m-learning instructors and platform service providers are discussed.