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The primary purpose of this study was to check the online information retrieval self-efficacy among library professionals in predicting the satisfaction of patrons within universities’ libraries.

The study was grounded on Bandura four sources of self-efficacy, encompassing mastery experience, vicarious experience, social persuasion and physiological states. To accomplish this, a meticulously designed questionnaire was administered to collect data from library professionals employed in universities libraries recognized by the Higher Education Commission in Punjab and capital city of Pakistan (Islamabad). Following by the validation of assumptions, researchers conducted a multiple linear regression test to predict the outcomes of the dependent variable by using the independents variables. Additionally, a comparative evaluation was carried out among all the independent variables to determine their respective contributions to satisfaction of library patrons.

The results emphasized the distinct and substantial significance of three variables, physiological states, social feedback and mastery experience in predicting the satisfaction of library patrons. Nevertheless, vicarious experience did not demonstrate a significant influence on the satisfaction of library patrons. Furthermore, influence of physiological states on the improvement of library patrons’ satisfaction was relatively higher compared to other three self-efficacy sources. In conclusion, research established the essential role of online information retrieval self-efficacy in enhancing the satisfaction of library patrons.

The findings of the study can form a solid basis for devising academic programs to train the library professionals for effective utilization of various information systems and databases. These programs play an important role in improving the self-efficacy of library professionals, ultimately refining their skills in online information retrieval.

In essence, this study provides insights into the factors which are pivotal in effective information searching process, ultimately leading to increase the satisfaction level of library patrons which has not been previously researched in Pakistan as well as the world context. Moreover, the study significance lies in contribute to academic discourse, its potential to transform and promote the library services and as well as empower library professionals in delivering the satisfying and efficient experience for library patrons in the current digital age.

In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.

The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.

The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.

The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

Roles and responsibilities of higher education academics (educators) have dramatically changed since COVID-19 outbreak. Considering this, the present study applies servant leadership and social cognitive theories to test three determinants of pedagogical resilience, i.e. servant leadership, professional self-efficacy and workplace thriving. The study also tests moderation of professional self-efficacy between servant leadership and pedagogical resilience.

Applying snowball sampling, time-lagged data were collected on T1 and T2 through survey questionnaire from 205 employees of six higher education institutes (HEIs) in Sindh, Pakistan. For data analysis, the study employed structural equation modeling using SmartPLS.

Results indicate that servant leadership and professional self-efficacy predict pedagogical resilience of educators. Moreover, professional self-efficacy moderates the relationship between servant leadership and pedagogical resilience.

This study has a few limitations. The study was conducted in HEIs of Pakistan, which are non-profit organizations. Given this, generalizability of findings in profit-making organizations is suggested with caution. Cross-cultural and cross-regional generalizability may also be challenging.

Training, coaching and role modeling may improve efficacy of educators, which is vital to pedagogical resilience. Furthermore, servant leadership attributes (i.e. emotional support and empathy) may also enhance resilience. Rolling-out tailored training programs for boosting professional efficacy of existing faculty could be helpful in building pedagogical resilience. Fostering a culture of teamwork through adopting collaborative and state of the art educational technologies could also enhance self-efficacy, which is vital to resilience. This could be done when vice chancellors, rectors, HODs, etc., adopt servant leadership attributes to play their role by navigating a paradigm shift from traditional teaching platforms and physical meetings to digital educational tools.

Post-pandemic educational management necessitates resilient workforce to handle any uncertain situation. Given this, the authors apply servant leadership and social cognitive theory and introduce a novel construct of “pedagogical resilience”. This paper offers unique theoretical contributions and suggests universities/HEIs to adopt servant leadership model and foster professional self-efficacy of educators for boosting their pedagogical resilience in times of uncertainty. Pedagogically resilient educators may be well equipped to adopt venerable pedagogical competencies, and could contribute significantly to the quality of higher education.

This paper aims to investigate the role of forensic accounting skills in enhancing auditor’s self-efficacy towards fraud detection in Egypt. Additionally, it explores the moderating effect of computer-assisted audit techniques and tools (CAATTs) application on the relationship between accounting and auditing skills and auditor’s self-efficacy, as well as its role in enhancing fraud detection.

A cross-sectional survey was developed and distributed to 117 external auditors working in Egypt. Partial least square structural equation modelling is used to examine the study hypotheses.

The results show a significant direct relationship between effective communication skills, psycho-social skills, accounting and auditing skills and an auditor’s self-efficacy. Additionally, the results show a significant direct relationship between auditor’s self-efficacy and fraud detection. It is revealed that CAATTs application moderate the relationship between auditor’s self-efficacy and fraud detection. In contrast, the results do not show a significant relationship between technical and analytical skills and auditor’s self-efficacy.

The originality of this research paper lies in its exploration of the role of forensic accounting skills in enhancing auditor’s self-efficacy towards fraud detection in Egypt. It sheds light on the role of improved auditor’s self-efficacy in detecting fraud. Additionally, this study further enhances the understanding of the potential benefits of using technological advancements in the audit process. It provides insights for accounting professionals and regulatory bodies in Egypt, highlighting the importance of leveraging forensic accounting skills and using CAATTs to enhance fraud detection efforts.

This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.

A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.

Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.

The long-term effect of the training could not be determined.

There should be regular ESD training and coaching for university teachers.

There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.

The purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy.

The data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria.

The qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy.

The study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting.

This exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says.

This study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research.

Psychological and entrepreneurial traits have been widely studied as explicative variables of encouraging entrepreneurial behavior, while their impact on innovative activity is less explored. This study examines whether, how and why psycho-entrepreneurial traits and social networks effect innovativeness among women firm owners.

Analysis of data collected from 304 Saudi women entrepreneurs accompanied by business accelerators provides a wide support with some notable exceptions. We use Structural Equation Modeling technique to estimate how different constructs interact with each other and jointly affect directly or indirectly women's innovativeness behavior in Saudi Arabia.

Findings point out that innovativeness is positively and significantly affected by emotional intelligence, internal locus of control, entrepreneurial alertness and entrepreneurial self-efficacy. The construct of entrepreneurial self-efficacy mediates the relationship between both business and personal networks and innovativeness. However, professional forums and mentors have no significant effect on innovativeness.

The sample selection is limited to two entrepreneurial support structures especially business accelerator and business incubator. Expanding the context to other support structures can reinforce the implications and provide more valuable results.

The findings are likely to be of applicability for improving women entrepreneurship by entrepreneurial support structures.

This research is original in the sense that it investigated useful insights of innovativeness among Saudi female entrepreneurs.

This study aims to identify the effect of soft skills as a driver of audit quality and their moderating role in the relationship between stress and the propensity for auditors to engage in reduced audit quality practices (RAQP).

This study uses a sample of 130 auditors, whose data were collected through an electronic questionnaire. The results were derived from the partial least squares-structural equation modelling method.

The findings show that the propensity to incur RAQP increases when auditors are under job stressors but decreases when individuals have resilience and time management skills. Moreover, the results suggest that the moderating effect of these two soft skills can effectively reduce the auditors’ propensity to engage in dysfunctional actions and judgments in auditing. Emotional intelligence and self-efficacy skills are shown not to affect RAQP.

This study adds to previous research on auditors’ drivers for supplying audit quality, by providing evidence of auditor characteristics as a critical input to audit quality. The results emphasize the importance of researchers including in models the moderating effect of soft skills on the relationship between audit quality and determinants associated with audit firms, clients or the regulatory framework.

The purpose of this study is to investigate the determinants of behavioral intention to use smartphone diet applications within the emerging market. Specifically, it focuses on the Privacy Calculus Model constructs, encompassing perceived risk and perceived benefit, as well as the pivotal elements of trust and self-efficacy. It also explores the moderating influence of experience on the influencing factors and intention to use a diet application.

In a survey with 572 respondents, data analysis was conducted using partial least squares (PLS) structural equation modeling.

The findings reveal that perceived risk exerts a significant negative influence on behavioral intention. Conversely, perceived benefit, trust and self-efficacy exhibit a positive impact on behavioral intention. Moreover, the study delves into the moderating role of users' experience, which is found to significantly influence these relationships, suggesting that user experience plays a pivotal role in shaping the adoption dynamics of diet applications.

The limitations of this study may include the sample size and the specific focus on the emerging market of Saudi Arabia. The implications of the findings are relevant for scholars, developers, marketers, and policymakers seeking to promote the use of smartphone diet applications.

This study adds value by exploring the determinants of behavioral intention in the context of smartphone diet applications, and it is a first attempt to test the moderating role of users' experiences, providing valuable insights for various stakeholders in the field.

This research examines whether mentoring is a predictor of entrepreneurial intentions. It also explores how intent translates into action through implementation intentions. The study tests if the mentoring-intentions association is mediated by self-efficacy. The potential moderating effect of achievement motivation on the relationship was also investigated.

PLS-SEM was used to test the hypotheses of the 242 valid responses collected from final-year students from Libyan public universities.

Results show that self-efficacy partially mediated the mentoring-intentions association, while motivation negatively moderated the relationship. Entrepreneurial intentions had a significantly strong effect on implementation intentions.

The results verify mentoring as a practical socializing instructional approach. Therefore, universities should implement structured mentoring programs, offering emotional guidance, counsel and networking opportunities. Also, mentors should undergo training, and progress tracking is essential for improvement.

Examining entrepreneurial self-efficacy as a mediator and achievement motivation as a moderator in the mentoring-intentions association is unprecedented. The findings narrow the search for antecedents to entrepreneurial intentions and pinpoint intervention points.