Self-Control and the usage intention of knowledge payment products: Evidence from college students

Abstract

With the rapid advancement of internet and infor-mation technology, people can obtain fragmented information, and the demand for knowledge content have been boosted. By purchasing knowledge payment products, people can learn new knowledge at their trivial time and possibly be rewarded after completing the established learning rules. Consequently, when people believe they can learn additional knowledge for free, it is important to the ability of self-control. Yet, little attention has been paid to how Self-Control influences the usage intention of knowledge payment products and the differences under distinct rewarded mechanisms common in actual online courses. Through conducting a survey questionn-aire among students on campus (106 valid questionnaires) and employing the ordered logit approach, the findings indicated that self-control has a positive and significant influence on the usage intention of knowledge payment products. Moreover, the result also implied that cashback plays an important role to attract consumers to participate in the program, which is valu-able for knowledge contributors or platforms while they are proposing a similar program.