Structural relationships of the study
| No | Sub-hypothesis | Standardized regression weights | p-value | Significant or not |
|---|---|---|---|---|
| H1.1 | Learner enthusiasm has a significant impact on personal factors | −0.224 | *** | Significant |
| H1.2 | Learners' gaining has a significant impact on personal factors | −0.434 | *** | Significant |
| H1.3 | Learner enthusiasm has a significant impact on technological factors | 0.074 | 0.107 | Not significant |
| H1.4 | Learners' gaining has a significant impact on technological factors | −0.025 | 0.588 | Not significant |
| H1.5 | Learner enthusiasm has a significant impact on time-intensive factors | −0.151 | *** | Significant |
| H1.6 | Learners' gaining has a significant impact on time-intensive factors | −0.108 | 0.013 | Significant |
| H1.7 | Learner enthusiasm has a significant impact on organizational factors | −0.11 | 0.782 | Not significant |
| H1.8 | Learners' gaining has a significant impact on organizational factors | 0.085 | 0.040 | Significant (Comparatively negligible) |
| No | Sub-hypothesis | Standardized regression weights | Significant or not | |
|---|---|---|---|---|
| Learner enthusiasm has a significant impact on personal factors | −0.224 | *** | Significant | |
| Learners' gaining has a significant impact on personal factors | −0.434 | *** | Significant | |
| Learner enthusiasm has a significant impact on technological factors | 0.074 | 0.107 | Not significant | |
| Learners' gaining has a significant impact on technological factors | −0.025 | 0.588 | Not significant | |
| Learner enthusiasm has a significant impact on time-intensive factors | −0.151 | *** | Significant | |
| Learners' gaining has a significant impact on time-intensive factors | −0.108 | 0.013 | Significant | |
| Learner enthusiasm has a significant impact on organizational factors | −0.11 | 0.782 | Not significant | |
| Learners' gaining has a significant impact on organizational factors | 0.085 | 0.040 | Significant (Comparatively negligible) |
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