## 5 Discussion  
OSS, together with all other ICT, has begun to change the way of teaching and learning, offering a viable alternative to proprietary educational technologies. The principal aims of this study were to contribute additional evidence regarding motivations to use OSS for educational and non-educational purposes. The findings revealed a measurement and structural model to predict behavioral intention to use OSS among secondary school graduates who had received mandatory OSS training. In this respect, little research has found empirical support to define best teaching practices in secondary school education in order to motivate ICT use. In this context, the current study incorporated motivational predictors into OSS acceptance in the educational context. Indeed, it proposed a motivational acceptance model of OSS, combining constructs from SDT (autonomy, relatedness, and competence) with the TAM. This model purports to explain the factors that affect behavioral intention to use OSS in order to help fill the gap in the literature about the acceptance of OSS in the educational field. Some researchers have reported [15] active student attitudes towards the use of OSS in a training context, but motivational factors have been largely neglected. In fact, this study is one of the first to explore the interaction between the basic needs of autonomy, competence, and relatedness, and behavioral intention to use OSS. Specifically, the research presented here explored the connections between the TAM [32; 50] and SDT [54; 55]. In recent years, both frameworks have drawn the attention of many researchers in educational literature [38; 39; 40; 62; 63; 64]. Consistent with this growing interest in both theories, this study has investigated the relationship between behavioral intention to use OSS among secondary school graduates from education systems that provide intensive OSS training and the following constructs: perceived ease of use, perceived usefulness, autonomy, relatedness, and competence. Specifically, the combination of these two frameworks was adopted in order to: (1) explore the motivational determinants of student behavior towards OSS; and (2) propose a research model to analyze the effect of self-motivation factors in order to gain a deeper understanding of the relationship between human motivation and technology acceptance. Findings are in line with previous research. According to [101], it is possible to influence three aspects to stimulate self-determination among students: (1) defining interpersonal connections that accentuate choice and flexibility rather than control and rule; (2) explaining to students in a reasoned \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Hypothesis (Path)** & **Path Coefficient** & **t-Value 1** & **Supported** \\ \hline H1: PEU\(\rightarrow\)PU & 0.35 & 7.196 *** & Yes \\ H2: PEU\(\rightarrow\)BI & 0.197 & 3.392 *** & Yes \\ H3: PU\(\rightarrow\)BI & 0.742 & 11.529 *** & Yes \\ H4: AUTO\(\rightarrow\)PU & 0.276 & 6.007 *** & Yes \\ H5: AUTO\(\rightarrow\)PEU & 0.32 & 5.513 *** & Yes \\ H6: REL\(\rightarrow\)PU & 0.306 & 9.411 *** & Yes \\ H7: REL\(\rightarrow\)PEU & 0.415 & 6.481 *** & Yes \\ H8: COMP\(\rightarrow\)PU & 0.0853 & 1.950 & No \\ H9: COMP\(\rightarrow\)PEU & 0.0973 & 1.742 & No \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Research hypotheses test. way why certain attitudes are relevant for their well-being; and (3) accepting adverse feelings towards some activities. Applying these three propositions to this current research, students with OSS training will be more inclined to use OSS in any facet of their life because they perceive that it is easy to use or useful. Indeed, according to [56], individuals can improve their optimal functioning and well-being by engaging in activities that interest them. Thus, the TAM-SDT model defined offers a useful framework to identify the socio-environmental factors affecting the tendency toward self-motivation and to draw conclusions about why people use OSS to fulfill their needs.