{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T11:31:37Z","timestamp":1786707097506,"version":"build-2736575974"},"reference-count":98,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T00:00:00Z","timestamp":1786665600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"2023 Speical Project of Education of Hunan Social Science Foundation","award":["23YBJ17"],"award-info":[{"award-number":["23YBJ17"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>Generative artificial intelligence (GenAI) has been rapidly integrated into higher education, yet current studies largely rely on quantitative frameworks that capture initial adoption, leaving university EFL teachers\u2019 motivational evolution for continued use of GenAI underexplored. To address this gap, this longitudinal qualitative study explores the motivational evolution and psychological need experience of 15 university EFL teachers\u2019continued use of GenAI grounded in Self-Determination Theory (SDT). Data were collected through two rounds of semi-structured interviews over one year and analyzed in NVivo 11 PLUS. Our findings reveal a dynamic evolution of motivation from external regulation to value identification and professional identity integration. Crucially, need satisfaction and need frustration provide important psychological foundations for teachers\u2019 motivation internalization. Notably, while need satisfaction directly facilitates university EFL teachers\u2019 continued use of GenAI, need frustration can actually act as a potential catalyst that facilitates EFL teachers to form long-term continued use of GenAI through iterative reflection and instructional adjustment. This study extends the application of SDT within the GenAI education context, indicating that university EFL teachers\u2019 continued use of GenAI is not merely a process of technology adoption, but also a process of professional growth and professional identity integration. The results provided preliminary implications for teacher professional development, GenAI design and education policy.<\/jats:p>","DOI":"10.3390\/bs16081396","type":"journal-article","created":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T10:39:01Z","timestamp":1786703941000},"page":"1396","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["From Adoption to Continuance: A Longitudinal Qualitative Exploration of University EFL Teachers\u2019 Motivation for Continued Use of GenAI Based on Self-Determination Theory"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-2644-0632","authenticated-orcid":false,"given":"Chunhua","family":"Mao","sequence":"first","affiliation":[{"name":"Foreign Studies College, Hunan Normal University, Changsha 410081, China"},{"name":"School of Business Foreign Languages, Hunan Vocational College of Commerce, Changsha 410205, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-5198-7546","authenticated-orcid":false,"given":"Yonghong","family":"Zeng","sequence":"additional","affiliation":[{"name":"Foreign Studies College, Hunan Normal University, Changsha 410081, China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,14]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"308","DOI":"10.1016\/j.tate.2010.08.013","article-title":"A dialogical approach to conceptualizing teacher identity","volume":"27","author":"Akkerman","year":"2010","journal-title":"Teaching and Teacher Education"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"149","DOI":"10.1080\/09588221.2021.1903042","article-title":"Effects of using the WhatsApp application on language learners motivation: A controlled investigation using structural equation modelling","volume":"36","author":"Alamer","year":"2023","journal-title":"Computer Assisted Language Learning"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"953","DOI":"10.26858\/ijole.v9i4.82173","article-title":"The impact of artificial intelligence language learning tools on enhancing EFL learners\u2019 oral reading fluency: An empirical study","volume":"9","author":"Alabri","year":"2025","journal-title":"International Journal of Language Education"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"10","DOI":"10.1016\/j.tate.2010.08.007","article-title":"Teacher professional development in teaching and teacher education over ten years","volume":"27","author":"Avalos","year":"2010","journal-title":"Teaching and Teacher Education"},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1186\/s41239-025-00506-4","article-title":"Factors influencing academic staff satisfaction and continuous usage of generative artificial intelligence (GenAi) in higher education","volume":"22","author":"Baig","year":"2025","journal-title":"International Journal of Educational Technology in Higher Education"},{"key":"ref_6","doi-asserted-by":"crossref","unstructured":"Bamasoud, D. 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