Technology Self-efficacy Research Articles

Moderating Role of Technology Self-Efficacy on Fintech Usage and Digital Financial Inclusion of Women in Rural Uganda

Digital financial inclusion (DFI) especially among rural women remains a significant challenge in Uganda. Despite the potential benefits of fintech’s, limited technology self-efficacy (TSE) among rural women hampers their effective usage. This study examined how TSE influences the relationship between fintech usage and DFI among these women. Data were gathered via a structured questionnaire from 384 women vendors in Mbale main market, employing an explanatory, quantitative, cross-sectional design. Using hierarchical regression and Hayes PROCESS Macro V 4.0, the study assessed both direct relationships and the moderating effect of TSE. Results indicate that both fintech usage and TSE positively impact DFI, with TSE significantly enhancing the association between fintech usage and DFI. Based on these findings, the study recommends that policymakers support fintech adoption through targeted education programs to improve TSE among rural women. Additionally, user-friendly interfaces and supportive systems are crucial in overcoming technological barriers and boosting confidence. However, limitations include the study’s cross-sectional approach, focus on women vendors in a specific district, and potential social desirability bias. Future research should consider longitudinal studies, cultural aspects of fintech adoption, and mixed-methods data collection to deepen understanding of the variables.

Measuring Emotional Self-Efficacy of Students in Online Synchronous Teaching Environments in India

ABSTRACT Emotional self-efficacy of students has been found to be associated with their overall performance in different contexts. The exponential growth of online education and increased use of online synchronous teaching-learning environments presents an opportunity to assess the emotional self-efficacy of students in this unique context. Although there has been research in the area of technological self-efficacy, the unique demands of real-time online teaching in synchronous environments necessitate a deeper understanding of emotional self-efficacy. Grounded in Bandura’s Self-Efficacy Theory (1982) and Mayer and Salovey’s Emotional Intelligence model (1997), this study aims to develop and validate a standardized scale to measure the emotional self-efficacy of students in online synchronous teaching environments in India. The study was conducted on a diverse sample of 480 students from two universities in India. Exploratory factor analysis was performed on the first draft of the scale, which initially included 19 items scored on a 5-point Likert Scale. Two items were dropped from the scale model, with the final version containing 17 items. The four factors identified are “Perceiving emotions,” “Using emotions to facilitate thinking,” “Regulating emotions,” and “Recognizing classmates’ emotions.” The identified factors aligned with the adopted theoretical framework, and the cumulative proportion of variance in the rotated solution was 61.9%. The test–retest reliability of the scale was 0.752. The research has significant implications for designing online courses and programs, as well as for creating policies and practices to capitalize on the emotional gains of students through a well-planned strategy. The study calls for further research in the area of cross-cultural applications of the scale and the relationship between emotional self-efficacy and educational outcomes.

The Perils of Perfection: Navigating the Ripple Effects of Organizational Perfectionism on Employee Misbehavior through Job Insecurity and the Buffering Role of AI Learning Self-Efficacy.

This study investigates the complex interplay between organizationally prescribed perfectionism (OPP), job insecurity, counterproductive work behavior (CWB), and self-efficacy in learning artificial intelligence (AI) in the context of modern organizations. Based on several theories, the current research suggests and tests a moderated mediation model. Using a three-wave time-lagged design with data collected from 412 workers across various South Korean corporations, we examine how OPP influences CWB both directly and indirectly through job insecurity, and how self-efficacy in AI learning moderates the OPP-job insecurity link. Our results show that OPP is positively linked to CWB, and this association is partially mediated by job insecurity. Moreover, AI learning self-efficacy functions as a moderator in the OPP-job insecurity link, such that the positive link is weaker for members with higher levels of AI learning self-efficacy. These findings extend our understanding of perfectionism in organizational settings and highlight the role of technological self-efficacy in mitigating the negative impacts of perfectionist cultures. This research may contribute to the literature on perfectionism, CWB, and technological adaptation at work, and has important implications for managing high-performance cultures in the period of rapid technological advancement.

Exploring career interest and STEM self-efficacy: implications for promoting gender equity.

This study explores the relationship between career interests and self-efficacy in Science, Technology, Engineering, and Mathematics (STEM) among young girls in Riyadh, Saudi Arabia. Employing a quantitative research design with a correlational approach, we utilize the S-STEM survey to measure changes in students' STEM subject efficacy and their interest in STEM careers. Our sample comprises 671 middle and high school female students from 49 schools, representing a diverse cross-section of the population. The findings indicate that female students exhibit high levels of STEM self-efficacy and have a strong preference for medicine as a career choice. While the overall interest in STEM careers among students is moderate, there are notable variations in interest across different STEM fields. Importantly, a positive and significant correlation was observed between female students' interest in STEM careers and their self-efficacy in STEM. This research holds important implications for the promotion of STEM education and careers among female students. By recognizing the unique context of Saudi Arabia and the perspectives of young girls in Riyadh, this study offers a fresh perspective on the factors influencing STEM career aspirations and highlights the importance of fostering self-efficacy beliefs among female students.

Enhancing or Compensating? Role of On- and Offline Social Capital and Technological Self-Efficacy on Subjective Well-Being among Immigrants and Natives.

The ability and self-efficacy to utilize the internet and technological devices has become critical during the COVID-19 pandemic. By examining the role of on- and offline social capital as a moderator in the relationship between technological self-efficacy (TSE) and subjective well-being, this study aims to contribute to the understanding of whether the social compensation or social enhancement hypotheses explain the well-being of immigrants in South Korea during the COVID-19 pandemic. We analyzed data from the 2020 Digital Divide Survey of immigrants (n = 700) and native-born Koreans (n = 6,910) aged ≥18 years. In the ordinary least squares regression model, subjective well-being (SWB) was the dependent variable and TSE was the independent variable. Online social capital, including bonding and bridging, was the moderating variable. Moreover, we tested the moderated moderation of nativity and on- and offline social capital. The results showed that bonding and bridging on- and offline social capital played a positive role in the SWB of both immigrants and native-born Koreans; bridging played a greater role among immigrants than among native-born Koreans. Furthermore, the interaction between TSE and online bonding social capital has a stronger association with the SWB of immigrants, as supported by the moderated moderation model. In line with the social enhancement hypothesis, immigrants with more online bonding social capital showed a stronger positive association between TSE and subjective well-being. Our results suggest that culturally adapted technological education for immigrants can be tailored to meet their unique needs and experiences.

Exploring the Relationship between Technological Self-Efficacy and Knowledge Sharing Behavior in Social Media

Exploring the Relationship between Technological Self-Efficacy and Knowledge Sharing Behavior in Social Media

Hubungan antara Efikasi Diri Teknologi dan Perilaku Berbagi Pengetahuan di Media Sosial

In the current digital era, technology is a crucial tool for individuals to access and share information. Technological skills are particularly vital on social media platforms, where people collaborate and exchange knowledge. With university students increasingly using social media for information sharing, it is essential to examine how technological engagement influences knowledge-sharing activities to enhance educational outcomes. This study aims to explore the relationship between technological self-efficacy and knowledge-sharing behavior among university students on social media. Using a simple random sampling approach, the study surveyed degree and diploma students in Jakarta, collecting data from 266 participants via an online Google Forms questionnaire. The findings reveal a significant positive correlation between technological self-efficacy and knowledge-sharing behavior, indicating that students with higher technological self-efficacy are more active in sharing knowledge on social media. This underscores the importance of technological competencies in educational settings. Future research is recommended to include broader and more diverse student samples to further investigate the link between technology use and knowledge-sharing behaviors

The adoption of self-service check-in kiosks among commercial airline passengers

This study examines passenger adoption of self-service check-in kiosks based on the technology acceptance model (TAM) and its extension. This study investigated the relationships between three independent variables (technology self-efficacy, need for human interaction, and perceived enjoyment) and two TAM's cognitive variables (perceived usefulness and ease of use). The analysis of these relationships is novel in aviation self-service technology research. Structural equation modeling (SEM) was employed to analyze 346 valid responses. The analysis reveals that enjoyment enhances the perception of self-service check-in kiosks as useful and easy to use, resulting in greater intention to use them. Moreover, passengers with higher confidence in their technological self-efficacy are more likely to perceive check-in kiosks as helpful. However, passengers may perceive kiosks as less useful when they require more human interaction. The results of this study contribute to the current knowledge on aviation self-service adoption. Additionally, managerial implications are offered to improve the future of airlines' passenger services.

Artificial Intelligence Tools Usage: A Structural Equation Modeling of Undergraduates’ Technological Readiness, Self-Efficacy and Attitudes

AbstractThis study investigates the relationship between undergraduates’ technological readiness, self-efficacy, attitude, and usage of artificial intelligence (AI) tools. The study leverages the technology acceptance model (TAM) to explore the relationships among the study’s variables. The study’s participants are 176 undergraduate students from a public university in southwestern Nigeria. The Partial Least Square Structural Equation Modeling (PLS-SEM) was used to analyze the responses from the participants. The questionnaire has six constructs measured on a 5-point Likert scale. The results show that undergraduates’ technological self-efficacy determines their usage of AI tools and perception of AI tools’ ease of use, but this does not determine their perception of the AI tools’ usefulness and attitude towards AI tools usage. Also, technological readiness was found to determine the perception of the AI tools’ usefulness, perception of AI tools’ ease of use, and technological self-efficacy among undergraduates but does not determine their usage of AI tools and attitude towards AI tools usage. In addition, undergraduates’ attitude towards AI tools was considered the primary determinant of the usage of AI tools. It was concluded that some factors determine the adoption of AI tools, which are interrelated. Educators can play a pivotal role in empowering students to harness the power of AI tools by encouraging their usage under well-coordinated guidance rather than imposing outright restrictions. By fostering AI literacy and equipping students with the knowledge and skills to navigate these innovative technologies, educators can instil the confidence and competency needed to integrate AI tools into various academic activities seamlessly.

Digitalization and digital innovation in developing the capability of a digital economy

Purpose Digital technology (DT) is a massive and robust tool for organizational success. This paper aims to examine the roles of digitalization and digital innovation (DI) in developing the capability of a digital economy. Design/methodology/approach The authors used a cross-sectional study to collect the data from the managers of Egyptian SME manufacturing firms. This study utilized 322 samples. Findings From applying the structural equation model (SEM), this study’s findings show that digital capability (DC) and digital orientation (DO) exert a positive effect on the firm’s digital economy capability (DEC). In addition, DC has a positive impact on DI. In contrast, digital technology self-efficacy (DTSE) negatively predicts DEC. This study’s results also confirm DO’s negative effect on DI. The DTSE is a positive enabler of DI that has also positively affected the DEC. The mediating results demonstrate that DI reinforces the positive connection between DO and DEC. On the other hand, DI does not mediate the connection between DO and DEC and between DTSE and DEC. Practical implications This study’s outcomes support policymakers and manufacturing organizations in employing DT to improve DEC and, thereby, develop firm performance and success. The study’s findings also encourage organizations to invest in bringing about a digital culture within them. Finally, by developing DT and DI, firms can nurture a conducive culture of creativity and forward-thinking. Originality/value This study directly overcomes the need for an integrated framework of all DI, DTSE, DO, DC and DEC. Furthermore, DI’s mediating contribution between DC and DEC, between DO and DEC and between DTSE and DEC adds fresh insights to the existing literature.

The Influence of Information Computer and Technology (ICT) Self-Efficacy and Entrepreneurial Learning on Technopreneurial Intention Among Engineering Students In Bandung City

The technology industry in Indonesia has experienced rapid growth, creating new opportunities for entrepreneurship in a field called technopreneurship. Small and Medium-sized Enterprises (SMEs), which contribute 61% to Indonesia's GDP, are undergoing a transformation by integrating online platforms and industrial processes. As of 2021, Indonesia ranked 74th out of 137 countries, with an entrepreneurship rate of 3.47%. This study aims to explore how ICT self-efficacy and entrepreneurial learning influence the intention to pursue technopreneurship among engineering students in Bandung. By understanding these factors, the research seeks to identify key elements in the formation of technopreneurs in Indonesia. The study employs a quantitative research method, using surveys to gather data. The survey is designed based on factors that influence the entrepreneurial intensity of engineering students. The research involves 382 samples from various universities in Bandung. Data will be analyzed using the Partial Least Square Structural Equation Model (PLS-SEM). The study tests three hypotheses, all of which show a positive and significant relationship between ICT self-efficacy, entrepreneurial learning, and technopreneurship intentions. The findings suggest that students with higher confidence in ICT and better entrepreneurial learning are more likely to have a strong intention to become technopreneurs. These results are expected to serve as a reference for universities in developing strategies to enhance technopreneurship interest among their students, contributing to the growth of the technopreneur ecosystem in Indonesia.

Evaluation of the usability and acceptability of the P-STEP® mobile app: feasibility study protocol

BackgroundThe new P-STEP® (Personalised Space Technology Exercise Platform) app is designed to bring together tailored exercise guidance and up-to-date air quality information. The app allows individuals to plan outdoor exercise walking routes while minimising their exposure to air pollution. Individuals with chronic long-term conditions, particularly respiratory and cardiovascular conditions, can use the app in order to minimise the risk of their symptoms being exacerbated by pollution, while still gaining the benefits of outdoor exercise.MethodsThis study will measure the usability and acceptability of the P-STEP® app. The study will take the form of a single-arm 12-week app pilot study based in Leicestershire, United Kingdom (UK). We will recruit a maximum of 380 participants from an existing cohort study to pilot the app for 12 weeks. Questionnaire data will be collected at three timepoints, baseline, 6 weeks and 12 weeks. The primary outcome is the System Usability Scale at 12 weeks. Secondary outcomes include the User Engagement Scale Short Form, SF-12, Recent Physical Activity Questionnaire (RPAQ), bespoke, app specific usability questions, and feasibility outcomes. Additional data collected includes participant demographic information, technology self-efficacy and adverse events. Weekly anonymised usage data from the app will also be collected by the app team and analysed separately to complement the questionnaire data.DiscussionThis study will help us better understand the feasibility and acceptability of using the P-STEP® in the community. The results will also help inform future studies.Ethics and disseminationThis study has received ethical approval from the South West Frenchay Research Ethics (23/SW/0060) Committee. There is no need for further approval from the Health Research Authority as the study is not taking place in the NHS. The ClinicalTrials.gov ID number is NCT05830318.

Measuring EFL Learners’ Perceptions of Technology Self-efficacy in Online Language Learning

Technology self-efficacy plays a pivotal role in learners’ technology uptake during their learning process in technology-mediated learning environments. This study aims to explore EFL learners’ perceived technology self-efficacy in online language learning. The quantitative data obtained in this study was via a survey questionnaire with 910 learners of a Vietnamese university. The study results revealed that the overall level of EFL learners’ technology self-efficacy was moderate, except for their high efficacy in using the Internet to gather information. Moreover, these results indicated that male learners were more confident in fulfilling online learning tasks than their female counterparts. The learners majoring in engineering showed more confidence in their capability to use computers and learning management systems in their English learning process compared to those of other majors. However, the learners’ length of time learning English had no significant impact on their perceptions of technology self-efficacy. The findings provide some insights into how the EFL learners perceive their self-efficacious beliefs of technology use in online language learning, which will help train strategies to promote technology uptake in Vietnamese higher education settings.

Whether perceived TPACK could improve deep learning? Through the lens of the mediating role of self-regulatory learning and the moderating role of technology self-efficacy in the online environment

Whether perceived TPACK could improve deep learning? Through the lens of the mediating role of self-regulatory learning and the moderating role of technology self-efficacy in the online environment

Acceptance and use of live streaming on metaverse in Vietnam: An analysis with the UTAUT2

Virtual environments like the Metaverse have been gaining popularity in recent years. Live streaming has gained popularity as a favorite way to entertain among social network users, thanks to its real-time authenticity. This study will utilize the Extended Unified Theory of Acceptability and Use of Technology (UTAUT2) to examine the factors influencing the adoption of live streaming in the Metaverse, a new platform with greater immersion, among citizens in Vietnam. The research used a quantitative approach, collected data from a sample of participants through a structured questionnaire including Performance Expectancy (PEE), Effort Expectancy (EEF), Social Influence (SCI), Hedonic Motivation (HEM), and Experience (EXP). Additionally, technological Self-Efficacy (TSE) as an extended alternative is thought to influence that relationship as well. Results from the PLS-SEM technique was used to examine perception, acceptance, and adoption differences among demographic groups. Remarkably, the results show experience has a remarkable impact on the relationship between behavioral intention and the adoption use Metaverse for livestreaming. This study contributes theoretical value for investors and researchers on the entertainment and technology sectors due to the abilities of the live-streaming industry and the advanced features of metaverse in this digital world.

A multidimensional gender analysis of health technology self-efficacy among people with Parkinson’s disease

BackgroundDigital health technologies (DHT) enable self-tracking of bio-behavioral states and pharmacotherapy outcomes in various diseases. However, the role of gender, encompassing social roles, expectations, and relations, is often overlooked in their adoption and use. This study addresses this issue for persons with Parkinson’s disease (PD), where DHT hold promise for remote evaluations.MethodsWe conducted a cross-sectional survey study in the Netherlands, assessing the impact of gender identity, roles, and relations on health technology self-efficacy (HTSE) and attitude (HTA). An intersectional gender analysis was applied to explore how gender intersects with education, employment, disease duration, and severity in influencing HTSE and HTA.ResultsAmong 313 participants (40% women), no significant correlation was found between gender identity or relations and HTSE or HTA. However, individuals with an androgynous (non-binary) gender role orientation demonstrated better HTSE and HTA. The exploratory intersectional analysis suggested that sociodemographic and clinical factors might affect the influence of gender role orientations on HTSE and HTA, indicating complex and nuanced interactions.ConclusionThis study highlights the importance of investigating gender as a multidimensional variable in PD research on health technology adoption and use. Considering gender as a behavioral construct, such as through gender roles and norms, shows more significant associations with HTSE and HTA, although effect sized were generally small. The impact of gender dimensions on these outcomes can be compounded by intersecting social and disease-specific factors. Future studies should consider multiple gender dimensions and intersecting factors to fully understand their combined effects on technology uptake and use among people with PD.

Catalyzing Green Work Engagement in Hotel Businesses: Leveraging Artificial Intelligence

This study explores green work engagement in response to the global demand for sustainability in businesses and the shift toward green-oriented agendas. Specifically, this study aims to examine how green work engagement (GWE) is affected by artificial intelligence awareness (AIA) through job stress (JS) as a mediator. It also explores the moderating roles of technological self-efficacy (TSE) in the AIA→JS relationship and trust in leadership (TIL) in the GWE→JS relationship. A PLS-SEM analysis was conducted on 392 valid replies from full-time employees of five-star hotels in Egypt using WarpPLS 7.0. The findings indicated that artificial intelligence awareness (AIA) negatively affects employees’ green work engagement (GWE) and positively affects job stress (JS). In addition, GWE is negatively affected by JS. Moreover, TSE negatively moderates the AIA→JS relationship, while TIL negatively moderates the JS→GWE relationship. The study also found a significant mediating effect of JS on the AIA→GWE relationship. The study enhances research on AIA’s impact on JS and GWE, addressing a gap in existing empirical studies on the relationship between these elements in hotels. Overall, the study of green work engagement has the potential to be a valuable contribution to the growing field of sustainable business practices.

The impact of PACK on the adoption of Metaverse in Oman

In the rapidly evolving digital landscape, e-learning methods have emerged as a highly influential phenomenon in higher educational institutions. The adoption of e-learning has transformed traditional face-to-face teaching environments into flexible and collaborative modes of education through the utilization of the metaverse platform. However, limited research has addressed the educational aspect of students' adoption of the metaverse platform. This study aims to bridge this gap by examining a conceptual model that incorporates crucial factors such as Technological Pedagogical Content Knowledge (TPACK), Technology Self Efficacy (TSE), Perceived Enjoyment (PE), Perceived Complexity (PC), Perceived Value (PV), and Controlled immersion, interaction, and imagination (III). A survey involving 342 students from Omani universities was conducted, revealing that TPACK positively influences metaverse adoption. The noteworthy impact of perceived enjoyment, perceived complexity, and perceived value were also observed. These findings underscore the significance of these factors in shaping the adoption of the metaverse and enhancing the e-learning experience. The practical implication of this study emphasizes the need for educational institutions to develop strategies enhancing technological skills, engagement, and content relevance in e-learning, particularly in the metaverse, to improve student adoption and learning experiences. This involves focusing on technological pedagogy, student confidence in technology use, and creating immersive, enjoyable, and valuable learning environments.

Virtual Gathering Platforms in Academic Teaching: Potential and Applications

The COVID-19 pandemic resulted in a rapid shift towards online learning where educators and students had to quickly adapt to new digital formats. However, the core aspects of community building and social interaction that are essential to traditional classrooms became challenging to maintain. To address this issue, we were interested in testing Virtual Gathering Platforms (VGPs) Topia and WorkAdventure to see how effectively they could be adapted to various academic teaching and learning settings. These examples of Extended Realities (XR), adopted from the 2D metaverse, aim to improve communication and interactivity in a fun and engaging way, allowing users to create immersive worlds for socialising, and collaborating. Using Technological Pedagogical Content Knowledge (TPACK), Technological Self-Efficacy (TSE) and distributed scaffolding frameworks as a guide, we created adaptable templates of both platforms that not only introduced users to how they work, but also included features flexible enough to suit various academic disciplines and promote social engagement and collaborative learning. We then implemented a case study and invited university educators teaching international courses to adapt the templates and assess them within their own learning settings. In addition, it was important for us to use the on-boarding sessions as a focal point. Here, we introduced the templates through multiple resources and offered one-to-one support to develop their use within chosen learning scenarios which ranged from an icebreaker activity to an online student resource centre. Observations then documented the adapted templates being used with students in these settings, and feedback regarding user perceptions of the platforms and the support strategies used was gathered. The study reveals the complex interplay between user experiences, support strategies, and educational frameworks, emphasising the need for adaptable and collaborative approaches to optimise these platforms in higher education.

Evaluating perceived technology self-efficacy and telehealth acceptance in optometry students

ABSTRACT Clinical relevance Constant technological improvements require practitioners to be open to adopting technologies such as telehealth for enhanced patient care. Understanding the barriers and facilitators of telehealth adoption will guide stakeholders in making decisions for safe and effective implementation of telehealth. Background Effective use of telehealth improves patient outcomes. It is unclear if optometry students feel supported in using and/or are accepting of telehealth. This study evaluated telehealth acceptance of optometry students, its association with their technology self-efficacy, and whether telehealth training alters this relationship. Methods Final-year optometry students at the University of Melbourne were invited to participate in a telehealth course. A 22-item online survey adapted from the Technology Proficiency Self-Assessment for twenty-first Century Learning was used to evaluate technology self-efficacy pre- and post-learning. Telehealth acceptance was evaluated using a 34-item survey according to the Unified Theory of Acceptance and Use of Technology-2. A 5-point Likert scale was used for each item, yielding two total scores. Respondent demographics, frequency of usage and number of devices were recorded. Descriptive statistics, ANOVA and Pearson correlation were used to analyse demographic variables and relationship between technology self-efficacy and telehealth acceptance. Results 58 (68%) and 49 (58%) students participated in the pre- and post-learning surveys. Majority were 20–29-year-old females. Students used between two and four devices for online activities, with 62% being online at least hourly. Technology self-efficacy scores (average ± SD) pre- and post-learning were 83.8% ± 8.2 and 87.8% ± 7.1. Telehealth acceptance scores pre- and post-learning were 66.1% ± 9.6 and 73.98% ± 9.9. There was no association with gender, number of devices and frequency of online use for all scores. Correlation between technology self-efficacy and telehealth acceptance was insignificant pre-learning (p = 0.3) but was significant post-learning (p = 0.04). Conclusion Optometry students demonstrated high technology self-efficacy compared to telehealth acceptance. Telehealth training resulted in marked improvement in telehealth acceptance.