Confirmation, perceived usefulness, satisfaction, and coercive, normative, and mimetic institutional pressures all influence Chinese teachers' continuance intention to use generative AI, with pragmatic but cautious adoption observed in practice.
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The impact of coercive, normative, and mimetic Stress on Chinese teachers' continuance intention to use generative AI: An integrated perspective of the Expectation-Confirmation Model and Institutional Theory
Confirmation, perceived usefulness, satisfaction, and coercive, normative, and mimetic institutional pressures all influence Chinese teachers' continuance intention to use generative AI, with pragmatic but cautious adoption observed in practice.