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Abstract

Despite being more meaningful and accurate to consider student technology use motivations as a set of interactive needs and expectations, the possible underlying hierarchical relationships among motivations receive little attention. Drawn from Uses and Gratifications (U&G) approach and from Means-End Chain (MEC) theory, this study investigates how student technology use motivations can be represented as a set of interrelated and hierarchically organized elements. A set of relevant data concerning students’ technology use motivations was collected by the Repertory Grid Interview Technique (RGT) and analyzed qualitatively using content analysis. Eleven identified student technology use motivations were structured by adopting interpretive structure modeling (ISM) technique. By using Multiplication Applied to Classification (MICMAC) technique, eleven identified factors were further classified into three different types of variables: means, consequences, and ends. The findings of this study have significant theoretical and practical implications to both researchers and managers.

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