Personal Outcome Expectations Research Articles

Doctoral students from Chinese prestigious universities who wish to work in the government sector: Perceptions and mechanisms

AbstractThis paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi‐structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self‐efficacy, outcome expectations and environment. The clear goal of political ambition and work–life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self‐efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the ‘special selected graduates’ scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities.

What Motivates Solvers’ Participation in Crowdsourcing Platforms in China? A Motivational–Cognitive Model

The voluntary participation of individuals is critical to the success of an online crowdsourcing platform (OCP) and acts as a major obstacle for many organizations seeking engagement with solvers. Based on social cognitive theory and motivation theory, an integrative model is proposed to examine solvers’ intrinsic and extrinsic motivations and personal cognition that influences their participation in OCPs, as well as the influences of intrinsic and extrinsic motivations on individuals’ personal cognition. Empirical data from 297 active solvers on a large OCP in China was collected to test the research model using structural equation modeling. Results show that different motivations play varying roles in solvers’ participation in OCPs. Personal cognition (i.e., perceived self-efficacy and personal outcome expectation) can exert significant and positive effects on solvers’ participation, although solvers’ personal cognition has no significant influence on their breadth of participation. Our findings demonstrate that extrinsic motivations (i.e., monetary reward and gain face) and intrinsic motivation (i.e., enjoyment) are positively associated with solvers’ self-efficacy and personal outcome expectation in.

Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study

This paper follows up on the impact of a distance learning teachers’ professional development program on their self-efficacy beliefs in the long term. Specifically, it measures the personal self-efficacy beliefs and outcome expectancy beliefs of a group of 122 in-service elementary teachers before the start of the program, immediately after its completion, and two years later. The quantitative was used as the data collection method of the research. The results advocate that both the personal self-efficacy beliefs and the outcome expectancy beliefs of the research participants improved immediately after the program was completed and the former remained relatively improved two years after completion of the program, while the latter returned to the levels they had had before attending the program. Recommendations are made for future research.

The role of media in influencing students’ STEM career interest

BackgroundDigital media are pervasive in the lives of young people and provide opportunities for them to learn about STEM. Multiple theories argue that the STEM media environment may shape how youth see a STEM career in their future. Yet, little is known about how pre-college digital media consumption may be related to students’ STEM career interest at the beginning of college. The wide variety of STEM media also raises the question of potentially different effects and pathways by media type. In this study, we collected a nationally representative sample of more than 15,000 students in their first year in U.S. colleges and universities. We asked about their career interests at the beginning of college and also asked them to retrospectively report their STEM media consumption during high school.ResultsWe found that watching STEM-related TV and online videos, as well as playing STEM-related video games during high school, were positively associated with students’ STEM career interests at the beginning of college. However, we also found that STEM media consumption did not impact directly on STEM career interest, but acted through two intermediaries: STEM identity (I and others see me as a STEM person) and three personal career outcome expectations: a high interest in self-development (enhancement and use of talents), and low interests in material status (money, fame, power) and in interpersonal relationships (helping, and working with, other people).ConclusionsThis study finds that STEM media have a significant effect in fostering STEM career interest, with most of the effect coming from STEM TV, STEM video viewing, and STEM video games. The effect is mediated mainly through students’ identity and, to a lesser extent, through personal values, such as self-development, material, and interpersonal relationship values. This study suggests that media communication should be mindful of how different platforms may deliver nuanced and varied messages of what STEM careers may afford and who can succeed in STEM.

How Motives Related to Benefits for Oneself and Others Would Affect COVID-19 Vaccination in a Hong Kong Chinese General Adult Population?

Outcome expectancies involving self-directed and others-directed domains are potential determinants of completed or scheduled first-dose COVID-19 vaccination (CSFCV). This study investigated factors of CSFCV, including (a) self-directed motives [personal positive outcome expectancies (POE) and personal negative outcome expectancy (NOE)], and (b) others-directed motives (societal POE and the personality trait of prosociality). It also investigated the mediations of personal POE between societal POE and CSFCV, and moderations of prosociality between personal POE/personal NOE/societal POE and CSFCV. A cross-sectional population-based telephone survey interviewed 500 people aged 18-75 in Hong Kong in May 2021. The prevalence of CSFCV was 21.0%. Significant factors of CSFCV included personal POE (i.e., physical/practical/emotional/interpersonal benefit), personal NOE, and societal POE. The association between societal POE and CSFCV was fully mediated by the overall scale and some domains of personal POE. Furthermore, the association between physical benefit and CSFCV was stronger at lower levels of prosociality; prosociality showed a stronger effect on CSFCV at lower levels of physical benefit. The results suggest that self-directed motives might be more important than others-directed motives in affecting CSFCV. The findings require confirmations from longitudinal studies and cross-country comparisons.

Modeling the Relationship Between Affective Balance, Social Intelligence, and Speech Anxiety With the Mediating Role of Consequence Expectation

Objectives: There are several predictor variables for speech anxiety (SA) among students. Affective balance (AB) and social intelligence (SI) are two main factors in this field. In this study, we assess the mediating role of consequence expectation (CE) among these variables. Accordingly, this study aims to explore a model of the relationships between AB, SI, and SA mediated by CE among teacher-training students of Farhangian University. Methods: This was a descriptive-correlational study and the population included students of teacher-education courses at the Farhangian University in Kerman Province, Iran, in the 2020-2021 academic year. The sample included 740 participants who were selected via the cluster sampling method. They completed the speech anxiety thoughts inventory, the Bradburn scale of psychological well-being (1969), the social intelligence questionnaire, and the personal outcome expectancy scale. Results: The results showed that the model of explaining AB, SI, and SA through the mediating role of CE in teacher-training students of Farhangian University has an acceptable fit. Hence, AB has a direct effect on SA. SI has a direct effect on SA and AB has a direct effect on the expectation of CE. Meanwhile, SI has a direct effect on the CE and AB has an indirect effect on SA through the mediating role of the CE. And, SI has an indirect effect on SA by the mediating role of the CE. Discussion: We can conclude the proposed model of the relationship between AB, SI, and SA with the mediating CE among teacher-training students of Farhangian University is fit and has proper values.

Evaluasi Kualitas Pembelajaran Daring, Faktor-Faktor yang Mempengaruhi Kepuasan Mahasiswa dalam Penggunaan Berkelanjutan Sistem Pembelajaran

This study analyzes and examines the important factors influencing the sustainable use of e-learning by students in higher education during the COVID-19 pandemic. Currently studies in the field of e-learning focus on the technical aspects of information technology and give limited consideration to social and student-related factors. However, evaluating the critical factors influencing student satisfaction and their intention to use e-learning from a multidimensional perspective can provide an in-depth understanding that can help improve and develop an effective online learning environment. Therefore, this study attempts to provide a validated conceptual framework that integrates social cognitive theory, expectation confirmation theory, and DeLone and McLean's IS success model to analyze the impact of various factors on student satisfaction and their intention to use e-learning during the COVID-19 pandemic. . The sample of this study were students who were given online questionnaires. As a result, there are three hypotheses that are not supported. Neither self-efficacy nor satisfaction affected personal outcome expectations, although previous experience and social influences did show that the COVID-19 pandemic significantly affected students. These findings have practical implications for education developers, policy makers, and practitioners who wish to develop effective strategies for and increase the use of e-learning during COVID-19.

INVESTIGATION OF PRE-SERVICE TEACHERS’ TEACHING EFFICACY BELIEFS: A MULTI-VARIANCE ANALYSIS

Öğretim yeterliği, öğretmenlerin öğretim hakkında ne düşündüklerini, kendilerini nasıl motive ettiklerini ve sınıfta nasıl davrandıklarını etkiler. Fen öğretimi bağlamında yeterlik inancının iki boyutu vardır: kişisel fen öğretimi özyeterliği ve fen öğretimi sonuç beklentisidir. Bu çerçevede öğretmen adaylarının fen öğretimi öz yeterliği ve sonuç beklentisi inançlarının incelenmesi amaçlanmıştır. Araştırmada betimsel araştırma desenlerinden kesitsel tarama modeli kullanılmıştır. Araştırma örneklemi Orta Anadolu bölgesinde öğrenim görmekte olan ve lisans dönemi boyunca en az bir defa fen bilimleri dersi almış öğretmen adayları arasından rastgele seçilmiştir. Verilerin elde edilmesinde kişisel bilgi formu ve fen öğretimi yeterlik inanç ölçeği kullanılmıştır. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları üzerinde bağımsız değişkenlerin (öğrenim görülen bölüm, cinsiyet ve sınıf düzeyi) etkisi ayrı ayrı ve birlikte çift yönlü MANOVA testi ile incelenmiştir. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları öğrenim gördükleri bölüme göre farklılaşmaktadır. Sınıf düzeylerine göre öğretmen adaylarının fen öğretiminde sonuç beklentilerinde son sınıf öğretmen adayları lehine farklılık göstermiştir. Fakat fen öğretimi özyeterlik inançlarında farklılık görülmemiştir. Öğretmen adaylarının fen öğretimi yeterlik inançlarının desteklenmesi için fen ve öğretimine yönelik derslerin sayısı arttırılabilir. Öğretmen eğitim programlarında önemli miktarda alan bilgisi ile mesleki deneyimlerine daha fazla vurgu yapılması fen eğitiminin kalitesini arttırabilir.

Effects of remotely-delivered physical activity education on exercise beliefs and intentions of active and nonactive cancer survivors and their partners.

Physical activity (PA) is recommended for cancer survivors and their romantic partners yet cancer couples may be unaware of the benefits of PA specific to them. Exercise interventions targeting survivors and partners simultaneously may prove effective at increasing exercise knowledge, intentions, and outcomes. To examine the effects of a remotely-delivered cancer-specific exercise education video on cancer survivors' and their partners' exercise knowledge, beliefs, and intentions. Cancer survivors (N = 209) and their romantic partners (N = 155) completed an online survey with an embedded education video randomized to half the sample. Group differences (education vs. control) on study constructs among the whole sample and on a subset of the sample not meeting exercise guidelines [i.e., less than 150 min of moderate to vigorous physical activity (MVPA) per week; 50.5% survivors, 45.1% partners] were examined. Group differences on study constructs were also tested between survivors and partners meeting exercise guidelines or not. Survivors and partners in the education condition were more likely to correctly report the MVPA guidelines. The education increased survivors' personal exercise importance, outcome expectations, and likelihood of joining an individual exercise program. Participants meeting guidelines were significantly different on multiple exercise beliefs compared to those who were not. Among those not meeting guidelines, the education increased survivors' belief in the importance of exercising with their partner. A remotely-delivered exercise education video increased exercise knowledge and beliefs, which represents an important step in the development of couples' exercise interventions for cancer survivors and their romantic partners.

Primary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender

This paper reports on research which explored the mathematics teaching efficacy beliefs of preservice primary teachers, where efficacy beliefs describe individuals’ beliefs in their potential to enact teaching to promote learning. Efficacy was conceptualised as a bi-faceted construct consisting of personal efficacy and outcome expectancy. This research sought to establish the extent to which differences in efficacy are explained by students’ mathematics attainment level prior to entry into teacher education; the educational level of the students (whether postgraduate or undergraduate); students’ sense of preparedness to teach mathematics on school placement; and students’ gender. A total of 186 students responded to a questionnaire designed to measure their efficacy beliefs after completing one taught mathematics education module in university and one teaching practice placement in primary schools. Bivariate and regression analysis pointed to complex relationships between the explanatory and outcome variables. On bivariate analysis, findings included statistically significant associations between gender, mathematics attainment, preparedness to teach, and one or both of personal efficacy and outcome expectancy. In the regression analysis, gender was statistically significantly associated with outcome expectancy, while preparedness to teach and mathematics attainment were statistically significantly correlated with personal efficacy. Personal efficacy and outcome expectancy were significantly correlated on bivariate analysis, but significance was not retained after controlling for other factors in the regression models. This research has implications for teacher educators in understanding factors explaining mathematics teaching efficacy and therefore helping to better prepare preservice teachers to teach mathematics in the primary school classroom.

Assessment of Greek Pre-service Primary Teachers’ Efficacy Beliefs in Physics Teaching

ABSTRACT International research shows that primary school teachers don’t have the necessary level of self-efficacy to provide high quality science learning and teaching opportunities to their students. The aim of the present study is to validate the Science Teaching Efficacy Belief Instrument (STEBI-B) and to investigate the self-efficacy beliefs of 408 Greek pre-service primary teachers to teach physics. The STEBI-B assesses two dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). An exploratory and confirmatory factor analysis substantiated this 2-factor structure. Moreover, results revealed that gender and year of study did not have a significant effect on Personal Physics Teaching Efficacy Beliefs (PPTEB) or Physics Teaching Outcome Expectancy (PTOE). On the contrary, high school course specialization had an effect on PPTEB. Both self-efficacy dimensions were positively correlated with variables such as interest in the subject of physics, interest in teaching physics, general self-efficacy in teaching physics, self-related knowledge in concepts of physics and self-related effectiveness in teaching physics. The findings also showed that variables such as interest in physics and self-related effectiveness in physics teaching were predictors of the PPTEB and PTOE dimensions. The discussion presents implications for the organization, structure, and dynamics of elementary teacher preparations. The limitations section acknowledges the weaknesses that restrict the applicability of the findings to other contexts.

Stroke Survivors' Personal Efficacy Beliefs and Outcome Expectations of Tai Chi Exercise: A Qualitative Descriptive Study.

Prior qualitative research conducted among stroke survivors to explore the potential benefits and challenges of participating in tai chi exercise during stroke recovery is limited to those without depression. A qualitative descriptive approach was used. Social Cognitive Theory and Complex Systems Biology provided the theoretical framework, with focus group interview data collected from stroke survivors after participation in a tai chi intervention. Due to COVID-19, the focus group interview was conducted via online video conferencing. Content analysis of the de-identified transcript was conducted with a-priori codes based on the theoretical framework and inductive codes that were added during the analysis process. Lincoln and Guba’s criteria were followed to ensure trustworthiness of the data. Community-dwelling stroke survivors (n = 7) participating in the focus group interviews were on average 68 years old, mainly retired (71%, n = 5), married women (57%, n = 4) with >13 years education (86%, n = 6). The three major themes were: personal efficacy beliefs, tai chi intervention active ingredients, and outcome expectations. Social Cognitive Theory underscored stroke survivors’ personal efficacy beliefs, behavior, and outcome expectations, while Complex Systems Biology highlighted the active ingredients of the tai chi intervention they experienced. Participation in the 8-week tai chi intervention led to perceived physical, mental, and social benefits post stroke.

Stroke survivors personal efficacy beliefs and outcomes expectations of tai chi exercise: a qualitative descriptive study

Abstract Funding Acknowledgements Type of funding sources: Private grant(s) and/or Sponsorship. Main funding source(s): Laurence B. Emmons Research Award Background Strokes are a leading cause of serious long-term disability, often compounded by post-stroke depression. Prior Tai Chi research conducted among stroke survivors has focused mainly on physical functioning yet understanding the potential benefits and challenges of participating in Tai Chi exercise during stroke recovery is limited. Social Cognitive Theory and Complex Systems Biology provided the theoretical framework to examine stroke survivors’ personal efficacy beliefs, behaviour (Tai Chi intervention), and outcome expectations (Figure 1). Purpose To describe community-dwelling stroke survivors’ experiences of being in an 8-week Tai Chi intervention, including any benefits or challenges they had, and allow the participants to offer any suggestions for improving how the Tai Chi classes were structured. Methods A qualitative descriptive approach was used, with focus group interview data collected from stroke survivors after participation in a Tai Chi intervention. Due to COVID-19, the focus group interview was conducted via on-line video conferencing. The interview was audio-recorded, then transcribed using an online transcription service. Content analysis of the de-identified transcript was conducted using online analysis software with a priori codes based on the theoretical framework, and inductive codes that were added during the analysis process. The transcript was coded independently by two researchers and discussed until consensus was reached. Lincoln and Guba’s criteria were followed to ensure trustworthiness of the data. Results Community-dwelling stroke survivors (n = 7) participating in the focus group interviews were on average 68 years old, mainly retired (71%, n = 5), married women (57%, n = 4) with >13 years education (86%, n = 6), reporting depression symptoms (Center for Epidemiological Studies-Depression = 15.9 ± 9.6) with 43% (n = 3) taking anti-depressant medications. The major findings are summarized according to three major themes: Personal Efficacy Beliefs, Tai Chi Intervention Active Ingredients and Outcome Expectations. Personal Efficacy Beliefs centered on the participants’ ability to do the Tai Chi movements. The Tai Chi Intervention Active Ingredients experienced during the classes were evident, apart from ‘natural freer breathing’ which was not discussed or described. Outcome Expectations centered on the physical, mental, and social benefits experienced, challenges encountered, and suggestions for improving the Tai Chi classes. Conclusion Social Cognitive Theory underscored stroke survivors’ personal efficacy beliefs, behaviour, and outcome expectations. While Complex Systems Biology highlighted the active ingredients of Tai Chi intervention they experienced. Participation in the 8-week Tai Chi intervention led to perceived holistic (physical, mental, social) benefits post-stroke.

Outcome expectancies moderate the association between worry about climate change and personal energy-saving behaviors.

This paper explores whether efficacy beliefs can alter the relationship between worry about climate change and personal energy-saving behaviors, controlling for climate change beliefs and socio-demographics. For this purpose, we used data from 23 countries that participated in the European Social Survey Round 8 (N = 44 387). Worry about climate change, personal efficacy, personal outcome expectancy, and collective outcome expectancy were each associated with personal energy-saving behaviors concerning either energy curtailment or energy efficiency. The results further show that outcome expectancies moderate the association between worry about climate change and both types of energy behaviors. Worry was more strongly related to energy curtailment behaviors among those with high levels of personal and collective outcome expectancy. A similar pattern was found for energy efficiency behaviors, which were more strongly predicted by worry about climate change when combined with high levels of collective outcome expectancy. These findings are relevant for climate change communication, especially informational campaigns aiming to lower overall household energy use.

Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge

This study investigated developmental trajectories of novice elementary teachers’ efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants’ personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants’ MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching.

Determinants of psychotherapy outcome expectations: Qualitative accounts from socially anxious college students

AbstractAimPatients' prognostic psychotherapy outcome expectations are robustly associated with post‐treatment outcomes. However, little is known about the determinants of such expectancies, especially in college students whose beliefs have yet to be influenced by prior therapy experiences. Understanding factors that relate to such truly ‘baseline’ predictive beliefs can have implications for addressing undergraduate students' willingness to begin a course of, engage in, and benefit from mental health treatment, beyond simply having had prior positive or negative experiences. In this qualitative study, we examined socially anxious college students' first‐hand accounts of the primary determinants of their baseline treatment outcome expectations.MethodsSemi‐structured interviews focused on participants' personal, cultural and contextual outcome expectancy determinants were they to begin a course of psychotherapy in the future. Data were analysed according to grounded theory and consensual qualitative research principles.ResultsCategories including coursework, media and the experiences of important others were considered positive expectancy determinants in some cases and negative expectancy determinants in others, depending on whether the related depictions in class, on the screen, or in discussions were positively or negatively valenced. Although there was balance among most of these predictors, coursework was more commonly considered a positive versus negative expectancy determinant. More unique negative expectancy determinants were based on incorrect information regarding mental health and/or psychotherapy or stigma surrounding mental illness.DiscussionFindings contribute to the currently scant literature on determinants of college students' baseline treatment beliefs.

The influence of different efficacy constructs on energy conservation intentions and climate change policy support

This study examines how different efficacy constructs – self efficacy, personal outcome expectancy, collective efficacy, and collective outcome expectancy – independently influence willingness to engage in personal energy conservation behavior and support for policies to address climate change. Data from a representative, cross-sectional survey of 23 countries, European Social Survey Round 8, was analyzed to test the relationship. Overall, the results demonstrated that self efficacy, personal outcome expectancy, and collective outcome expectancy were all positively associated with both behavioral intention and policy support. Results regarding collective efficacy were unstable. The results demonstrate the importance of clearly distinguishing different constructs of efficacy beliefs from each other and suggest how climate change communication efforts may benefit from focusing on particular efficacy factors.

How Do Clinical Electives during the Clerkship Year Influence Career Exploration? A Qualitative Study

Problem: Although many students begin medical school with some idea of their specialty interest, up to 80% of these students choose a different specialty by their final year. This pivot tends to happen in the clerkship year, when students are immersed in the clinical environment, gaining a practical understanding of the day-to-day work in different fields. Yet, in this year students have limited experiences with specialties. Clinical electives during the clerkship year may aid students in career development. The authors examined student career exploration through the lens of social cognitive career theory (SCCT). SCCT posits three variables that influence career development: personal goals, self-efficacy, and understanding outcome expectations. With this framework, the authors sought to understand how a program of clinical electives during the clerkship year influences students’ perceptions of their career exploration. We aimed to: (1) describe an innovative clerkship elective program designed for career exploration, and (2) explore how this influenced students’ career exploration using qualitative analysis. Intervention: Beginning in 2018, students at our institution were required to participate in three 2-week clinical electives during their clerkship year, called Clinical Immersive Experiences (CIExes). CIExes were categorized into four different types: apprenticeship, clinical skills building, integrative (multi-disciplinary), or subspecialty. Authors invited fourth year students to participate in interviews (January to March 2019) about how they selected electives and how these electives contributed to their career exploration. Interviews continued until reaching information sufficiency. Authors coded and analyzed transcripts using template analysis. Context: This curricular intervention took place in the context of large-scale curricular redesign. Students began clerkships partway into their second year of medical school. The family and community medicine clerkship, which was previously a 6-week core clerkship, was changed to a longitudinal format, thus freeing up 6 weeks for electives. Other core clerkships included anesthesia (2 weeks), medicine (8 weeks), neurology (4 weeks), obstetrics and gynecology (6 weeks), pediatrics (6 weeks), psychiatry (4 weeks), and surgery (8 weeks). Impact: From 15 student interviews, we identified three major themes. First, CIExes facilitated personalized career exploration. All students felt that at least one elective helped them solidify their decision about a specialty choice. Second, CIExes promoted focused learning and skills development that complemented core rotations. They noted the benefit of positive relationships with supervisors, particularly attendings, during these electives. Third, students highlighted how these electives fostered a positive learning environment and enhanced wellbeing. SCCT clarified how the CIEx program helped students advance their personal goals, self-efficacy, and outcome expectations during a pivotal time in medical school. Lessons Learned: We learned that from the student perspective, the inclusion of clinical electives in the clerkship year benefited students’ career exploration by helping them develop and refine their career goals, increase self-efficacy, and test outcome expectations in a meaningful way as anticipated from SCCT. In addition, we found that CIExes created a positive learning environment that allowed deep relationships to develop in fields of interest and that supported a strong sense of wellbeing. Supplemental data for this article is available online at https://doi.org/10.1080/10401334.2021.1891545

Intention to share: the relationship between cybersecurity behaviour and sharing specific content in Facebook

Introduction. Sharing information on Facebook is becoming increasingly popular. Sharing text, video, voice, and pictures with unique content of the language-specific and sacred text, is becoming a trend. Consequently, issues of secure and trustable content have become increasingly important to all netizens. This issue has its foundations in the intention to share behaviour where the emphasis is on user security behaviour when sharing specific content. Method. The proposed theory was adapted and modified from previous research to empirically evaluate survey data collected from 154 Facebook users. A snowball sampling method was used. Analysis. A quantitative analysis was carried out on the data, which related to 154 Facebook users. This analysis used SmartPLS software. Results. The experience of information sharing was found to be an important determinant of personal outcome expectation as it explained about 89.9 per cent of the total variance. The ability to create and share information, subjective norms, feedback, information sharing self-efficacy, personal outcome expectations, and information security behaviour have become most important factors when intending to share specific content on Facebook. Conclusions. There is a theoretical understanding of security behaviour as a factor that promotes specific-content sharing behaviour on Facebook.

Adoption of Tourist Mobile Applications

The objective of this article is to examine factors that affect the attitude to and use of tourist mobile applications. In line with previous studies, an empirical model that integrates variables of a technological nature and others related to the design and architecture of tourist apps was proposed. An online survey of 156 millennials in Spain was carried out and the data were analysed using the partial least squares methodology. The results validated the hypotheses proposed in the model, achieving a high level of statistical prediction. The results supported that, when choosing a tourist mobile application, tourists take into consideration design aspects, such as visual design and navigation design; personal aspects, such as perceived personal outcome expectations, perceived enjoyment and subjective norm; and operational aspects, such as effort expectations, performance expectations, and conversion rate.