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Despite the ever-increasing importance of cultivating information, communication and technology literacy skills among college students, they have yet to be related to comprehensive measuring instruments. A glance at the empirical literature reveals that most pertinent scales have been confined to measuring Internet literacy skills, whereas educators in the 21st century advocate an inclusive conceptualization of ICT literacy. Such a comprehensive conceptualization embodies technical, critical, cognitive and emotional competencies. Additionally, more empirical evidence is needed to indicate gaps in testing measurement invariance of ICT literacy scales across genders or cultures. To that end, the current study aims to adapt and cross-validate an ICT literacy self-efficacy scale across gender by testing the measurement invariance using a multiple-sampling confirmatory factor analysis (MCFA). Furthermore, the current study aims to verify the ICT literacy self-efficacy scale's psychometric properties to establish its construct validity and understand the scale's underlying factorial structure.

The current study has administered the scale to a cross-sectional sample of 3560 undergraduate students enrolled in six universities in the Sultanate of Oman.

The results have revealed that the ICT literacy self-efficacy exhibits satisfactory indices of construct validity. On the other hand, the results of MCFA demonstrate that the differences in the goodness of fit indices between the nested models and the baseline model were below the cut-off criterion of 0.01, indicating invariance. Therefore, the scale has proved to be amenable for comparing genders on their ICT literacy self-efficacy using an one-way multivariate analysis of variance.

The study has several implications for research and pedagogical practices. The study provides empirical evidence for establishing ICT literacy self-efficacy as a distinct high-domain construct of task-specific self-efficacy beliefs.

This study aims to understand the motivations behind using Airbnb as a collaborative housing platform brand, their impact on satisfaction and engagement, and how the latter affects brand electronic Word of Mouth (eWOM) and brand loyalty. It also analyzes the potential moderating effect of the use intensity of collaborative housing platforms for the proposed causal relationships.

An online survey was addressed to active users of Airbnb with a final sample of 405 users. Data were analyzed using a covariance-based structural equation modeling (SEM) to test the causal model and a multigroup SEM to test the moderator effect of the intensity of use.

The results show that convenience affects brand satisfaction and hedonic motivation influences brand engagement, and both affect return intention and eWOM. In contrast, sustainability motivations seem unrelated both with satisfaction and engagement. Furthermore, the mechanism by which people reach loyalty in terms of return intention varies according to their usage intensity. Thus, the engagement–intention way is stronger for more intensive brand users. In contrast, the satisfaction–intention mechanism is significantly stronger for those with more sporadic use.

The management of collaborative housing platforms should promote tools and actions that favor enjoyment and fun since they increase engagement. On the other hand, it should be interesting to communicate the idea of the convenience of the applications, such as availability for a great offer, ease of contracting, or saving time, since this type of motivation directly correlates with customer satisfaction.

The motivational and behavioral heterogeneity demonstrated in this research can make it easier for people to be reached through different communication strategies and arguments both by the collaborative housing platforms and by public agencies with interests in city tourism management.

This study aims at assessing item fairness in students' evaluation of teaching based on students' academic college using measurement invariance analysis (MI).

The sample of this study consists of 17,270 undergraduate students from 12 different academic colleges. SET survey consists of 20 Likert-type items distributed to four factors: planning, instruction, management and assessment was used to collect the data. The Lavaan R package with confirmatory factor analysis (CFA) was used to evaluate measurement invariance (MI). Four models of CFA were investigated and assessed: the configural model, the metric model, the scalar model and the residual invariance model. ANOVA was used to test the differences in SET according to academic colleges.

MI analysis showed that the four levels of MI models are supported. ANOVA test showed that means of SET total scores are statistically different according to students' academic colleges. College of “Education” has the highest SET mean (88.64 out of 100), and all the differences between the College of Education’s SET mean and other colleges' SET means are statistically significant.

The study recommends that higher education institutions test the MI of SET according to academic colleges and then use colleges with the highest SET at the university level as internal benchmarking to develop and enhance their teaching practices.

This study is probably the only study that tested MI according to students' colleges before testing the differences between colleges in SET. If MI is not supported, then the comparisons between academic colleges are not applicable.

Although numerous studies have been conducted to explore the impact of various factors on employees' turnover intention and intention to remain with the organization, the relationship between these two constructs remains largely unexplored. Considering the significance of these constructs, particularly in the context of the COVID-19 pandemic, the authors aimed to investigate their association within an academic environment using a dynamic modeling approach.

This study follows a quantitative approach and utilizes a longitudinal survey design. The authors utilized a cross-lagged panel model (CLPM) and employed the parametric efficient partial least squares (PLSe2) methodology to estimate the dynamic model using data gathered from lecturers associated with both public and private universities in Malaysia. In order to offer methodological insights to applied higher education researchers, the authors also compared the results with maximum likelihood (ML) estimation.

The findings of the authors' study indicate a reciprocal relationship between turnover intention and intention to remain with the organization, with intention to remain with the organization being a stronger predictor. Moreover, situational factors were found to have a greater influence on eliciting turnover intention within academic settings. As anticipated, the use of the PLSe2 methodology resulted in higher R² values compared to ML estimation, thereby reinforcing the effectiveness of PLS-based methods in explanatory-predictive modeling in applied studies.

The authors' findings suggest prioritizing policies that enhance training and consultation sessions to foster positive attitudes among lecturers. Positive attitudes significantly impact judgment-driven behaviors like turnover intention and intention to remain with the organization. Additionally, improving working environments, which indirectly influence judgment-driven behaviors through factors like affective work events, affect and attitudes, should also be considered.

This study pioneers the examination of the causal relationship between turnover intention and intention to remain with the organization, their stability over time and the association of changes in these variables using a dynamic CLPM in higher education. It introduces the novel application of the cutting-edge PLSe2 methodology in estimating a CLPM, providing valuable insights for researchers in explanatory-predictive modeling.

The aim of this paper is gaining a deeper understanding of potential negative effects of (smart)phone use at work. The authors do so by exploring mediating mechanisms and boundary conditions between leader phubbing, leaders snubbing their followers by glancing at their phones during an interaction; and follower (1) work engagement and (2) performance.

The authors conducted a survey-based time-lagged, multi-source and team-based study of leaders (N = 93) and their followers (N = 454).

Results of this paper showed that leader phubbing negatively relates to follower (1) work engagement and (2) performance through less perceived leader support. Contradictory to the hypothesis, the relationship between leader phubbing and perceived leader support was negative for male leaders only.

The authors contribute to existing research by (1) adding perceived support as an important mediator between leader phubbing and work engagement/performance, (2) exploring the effects of leader gender and (3) adding information on the cultural robustness of the leader phubbing phenomenon by testing it outside the Western work context.

Grounded in emotional dissonance and social presence theories, this study examines whether the characteristics of employee–customer interaction (frequency, routineness and duration) and emotional intelligence (EI) have an impact on emotional labor (surface acting (SA), deep acting and naturally felt emotions (NFE)) and whether the type of interaction (face to face, voice to voice and online) moderates this relationship.

A survey method was employed to collect data from employees working in hotels, customer care and e-booking services (n = 604). The model was tested using structural equation modeling (SEM).

The study showed that EI was positively linked to deep acting and NFE but negatively associated with SA. Frequency of interaction had a negative relationship with deep acting and NFE but a positive association with SA. Duration of interaction (DOI) had a positive relationship with deep acting and NFE but a negative association with NFE. Routineness of interaction had a negative relationship with deep acting and NFE but surprisingly had a negative relationship with SA. Online interaction moderated the relationship between EI and deep acting.

This pioneering study examines the relationship between EI and characteristics of employee–customer interaction with emotional labor in the Indian hospitality context. While the association between EI and emotional labor has been studied, this study is unique in substantiating the moderating effects of interaction type and is among the first to do so empirically.

The police often respond to persons who are not in direct violation of the law, but are rather undergoing behavioral crises due to mental illness or substance abuse disorders. The purpose of this study is to examine how police behavior influences civilian bystanders' emotional responses and perceptions of procedural justice (PPJ) when officers interact with these populations, which traditionally have been stigmatized in American culture.

Using a factorial vignette approach, the authors investigate whether perceived public stigma moderates the relationship between police behaviors (i.e. CIT tactics, use of force) and PPJ. The authors also investigate whether emotional reactions mediate the relationship between police behaviors and PPJ.

Regardless of suspect population (mental illness, substance use), use of force decreased participants' PPJ, and use of CIT tactics increased PPJ. These effects were consistently mediated by anger, but not by fear. Interactive effects of police behavior and perceived public stigma on PPJ were mixed.

Fear and anger may operate differently as antecedents to PPJ. Officers should note using force on persons in behavioral crisis, even if legally justifiable, seems to decrease PPJ. They should weigh this cost pragmatically, alongside other circumstances, when making discretionary decisions about physically engaging with a person in crisis.

To examine how perceptions of complementary and supplementary fit and relationship quality contribute to successful mentorship co-creation.

Data were collected via cross-sectional survey of 145 mentor–protégé dyads within institutions of higher education in the USA. Mentors evaluated their perceptions of supplementary and complementary fit and relationship quality with their protégés and vice versa. Additionally, mentors evaluated their protégés’ performance, whereas protégés reported on their own learning. Data were analyzed using the actor–partner interdependence model.

Results suggest that one's own fit perceptions are most important in predicting one's evaluation of relationship quality. Additionally, for both mentor and protégé, complementary fit and supplementary fit predict evaluations of relationship quality to a similar degree. Finally, each person's perceptions of relationship quality mediated the relationships between their own perceptions of fit and mentor-rated protégé performance, but not the relationships between perceptions of fit and protégé-rated learning.

Research has often studied mentorships from the perspective of one party, which limits our understanding of mentorship co-creation. This study investigates how both parties simultaneously contribute to mentorship success, as indicated by protégé learning and performance. Additionally, the authors clarify the extent to which perceptions of different types of fit are instrumental in co-creating successful mentorships.

Smartphone apps collect users' personal information, which triggers privacy concerns for app users. Consequently, app users restrict apps from accessing their personal information. This may impact the effectiveness of in-app advertising. However, research has not yet demonstrated what factors impact app users' decisions to use apps with restricted permissions. This study is aimed to bridge this gap.

Using a quantitative research method, the authors collected the data from 384 app users via a structured questionnaire. The data were analysed using AMOS and fuzzy-set qualitative comparative analysis (fsQCA).

The findings suggest privacy concerns and risks have a significant positive effect on app usage with restricted permissions, whilst reputation, trust and perceived benefits have significant negative impact on it. Some app-related factors, such as the number of apps installed and type of apps, also impact app usage with restricted permissions.

Based on the findings, the authors provided several implications for app stores, app developers and app marketers.

This study examines the factors that influence smartphone users' decisions to use apps with restricted permission requests. By doing this, the authors' study contributes to the consumer behaviour literature in the context of smartphone app usage. Also, by explaining the underlying mechanisms through which the principles of communication privacy management theory operate in smartphone app context, the authors' research contributes to the communication privacy management theory.

Given the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings.

Using a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected.

The result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers.

It can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.