subjective norm

The aim of the present study was to investigate the effect of psychological factors on teachers` attitudes regarding technology use. To this purpose, such factors as ‘perceived usefulness’, ‘perceived ease of use’, ‘trialability’, ‘subjective norms’, and ‘attitude’ were investigated. The participants of the study were high school English language teachers in Shiraz, who were selected through stratified sampling as a representative sample of the available population. In order to assess the extent of the effect of each factor, five questionnaires were administered. Then, the elicited data were analyzed by means of path analysis. The obtained results revealed that ‘perceived ease of use’ was affected by ‘subjective norms’, and ‘trialability’ influenced the attitude of teachers about using technology in their teachings. The results also showed that the most influential factor on attitude was ‘trialability’. Furthermore, the results displayed that ‘perceived usefulness’ had a significant effect and subjective norms had an indirect but meaningful effect on the teachers’ attitude. The findings of the study have implications for school administrators and teachers to use them in their planning and instruction and, as a result, boost the learning environment.

Purpose: The purpose of this study was to investigate and predicting positive user responses to social media advertising: The roles of subjective norms and empathy. Methodology: This study in terms of goal is an applied and in terms of nature is an experimental research. Statistical population for this study was users of the Instagram, and simple random sampling was used and 150 questionnaires were collected successfully. For statistical analysis of the data, Structural Equations Modeling and PLS2 software was used. Findings: This research conceptualizes social networks advertisements effectiveness as a concept encompassing emotional appeal, in formativeness and creativity that all have a potential to contribute to a positive online behavior. The experts were asked to validate the validity. It proposes and tests a conceptual model of the formation of online user’s behavioral responses about social networks advertising. Conclusion: The results of our empirical tests of the model reveal that emotional appeal, in formativeness and advertising creativity were key drivers of favorable behavioral responses to a social networks ad and that intention to engage in favorable user responses was positively associated with purchase intention.

This study investigates Ghanaian students' adoption of Mobile Learning (ML) by extending the technology acceptance model with a subjective norm variable. Specifically, this study focuses on the moderating effect of gender using the Measurement Invariance of Composite Models for the analysis. The study used a purposive sampling technique to collect the data for the study from sec-ond-year diploma students at the University of Professional Studies in Accra. SmartPLS 3.3.3 was used to analyze the data from 330 respondents. The findings of the study suggest that perceived ease of use, perceived usefulness, and subjective norm have a significant influence on the behavior-al intention to adopt mobile learning for the complete data set. In addition, the results suggest that the impact of the subjective norm was not significant for female students but for male students. Also, the impact of perceived ease of use and perceived usefulness on behavioral intention were insignificant. Furthermore, the findings suggest that behavioral intention influences students' actual use of mobile devices to access learning materials. Finally, gender moderates the relationship be-tween subjective norms and behavioral intention. The findings demonstrate group heterogeneity, therefore, investigations on technology adoption must always incorporate group dynamics to un-derstand how different groups respond to its adoption. The findings of the study hold significance for both policy and research implications.