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This paper makes a significant contribution to the growing field of digital inequality research by developing an operational definition of emotional costs. To examine this understudied aspect of digital inequalities, we build on Van Dijk’s concept of mental access. We define emotional costs as anxiety toward using information and communication technologies instigated by a lack of prior technology experience and limited computer access.

We examined the influence of emotional costs on lower-income students’ technology efficacy, academic efficacy, and computer application proficiency in the context of a computing intervention. Specifically, we examined the relationship between home and school computer usage with self-perceived technology efficacy, computer application proficiency, and academic efficacy. Data from surveys of 972 students were analyzed in order to better understand the importance of technology access on our outcome variables. We also investigated the possible mediation effects of emotional costs on our outcome variables.

The results revealed that home computer usage was a determinant of students’ self-perceived technology efficacy while shared school access was not. After conducting mediation tests, the results further indicated that emotional costs mediate the effects of home computer usage on technology efficacy.

We conclude that emotional costs might help explain why access inequalities lead to skill inequalities in the context of computing interventions and offer a replicable operational definition for future studies.

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

This research aimed to determine the relationship between technostress and information technology support (IT) and HRIS-related user satisfaction. The study also investigated the moderating influence of technological self-efficacy on the links between technostress, IT support, and HRIS user satisfaction.

This quantitative study used the deductive research approach. The study's population was HRIS users from 37 Malaysian public sector organizations. The judgmental sampling technique was employed, and the sample size was 490. Data analysis was conducted through SPSS and PLS-SEM.

The study showed that technostress is significantly associated with HRIS user satisfaction. While IT support, results show that literacy support, technological support, and technological involvement facilities significantly correlate with HRIS user satisfaction. In contrast, innovation support had an insignificant relationship with HRIS user satisfaction. The study also tested the moderation effect of technology self-efficacy in the relationships and found that technology self-efficacy only moderated the association of technostress and HRIS user satisfaction.

HR departments of government agencies can use the study's findings to understand to what extent HRIS system users are satisfied and what needs to be done to improve the HRIS system. The study also sheds light on the technological pressures that employees encounter.

Present study contributed to the literature by developing a study model of technostress, information technology support, technology self-efficacy, and HRIS user satisfaction. Further, the relationship of technostress with HRIS user satisfaction and the moderating effect of technology self-efficacy was explored for the first time, representing the study's novelty. The study also contributed to social cognitive theory and the theory of reasoned action by exploring attitudinal and behavioral aspects along with the cognitive aspects of users.

The purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.

Therefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients and t-tests.

It was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.

Like every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.

The implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.

Even though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

“Contactless service” refers to the use of technology in providing products or services without a salesperson. This study explores the mechanism underlying Millennial and Generation Z (M/Z generations) consumers' preference for contactless service over salespersons in retail stores. In addition, this study tests differences between the M/Z generations.

The researchers predict characteristics to be antecedents of young consumer's preference for contactless service over salespersons and that the effects are mediated by technology self-efficacy. Next, a moderating variable (perceived consumer conformity) is added in the path between technology self-efficacy and the preference for contactless service. The hypotheses are tested among 142 Gen Z and 137 Millennial respondents.

The results show that M/Z generations’ characteristics significantly influence the preference for contactless service, except for security seeking. Also, interests in new technology and safety seeking are perceived higher by M/Z generations. The influence of technology self-efficacy on the preference for contactless service is moderated by social conformity.

As retail technology rapidly develops, the service industry is expected to change from the past, where salespersons played an important role, to contactless services. This study has academic and practical values, for the authors clarify the underlying psychological mechanisms of why young consumers prefer retail technology rather than communication with salespersons.

The impact of the COVID-19 pandemic provides the scope to conduct online classes in the university teaching methods. This study aims to investigate the impact of technology self-efficacy on students' behavioral intention on the effectiveness of online learning.

This study was conducted with 323 university students using the online survey platform. Data analysis was acquired by implementing the partial least squares technique to obtain the results.

The findings revealed that the COVID-19 pandemic affects technology self-efficacy. Technology self-efficacy has a significance on perceived usefulness (PU) and ease of use, which influences students' behavioral intention to use online learning effectively. The results identified that user innovativeness facilitated the relationship between PU and behavioral intention to use online learning efficiency.

This study has a significant insight into the higher educational institutes and academia that lessons from the impact of the COVID-19 pandemic on technology self-efficacy toward online learning effectiveness.

Self-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.

The study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.

Findings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.

This paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

This study aims to examine teachers’ efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers’ adoption of the iPad.

This paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the researcher and self-rated by participating teachers: iPad-Teaching Efficacy (iTE), Perceived Impact of iPad in the Classroom (iPI) and iPad Actual Use for Teaching (iAU). All three instruments have good internal reliability and validity, with an alpha coefficient of 0.97, 0.92 and 0.93 respectively.

The paper provides empirical insights about factors contributing to teachers’ technology adoption (specifically iPad) in the classroom. It suggests that teachers’ efficacy significantly predicts their actual use of the iPad for teaching, but teachers’ perceived impact of the implementation does not.

These research findings play an important role in designing a program for technology adoption in schools, especially in Indonesia.

This study is based on the stimulus–organism–response (SOR) model to examine how job demands and technology overload affect work stress for workers using video conferencing apps (VCAs) in organizations during the COVID-19 pandemic. Moreover, the moderating effect of technology self-efficacy was tested in the model on the relationship between technology overload and work stress.

An online survey was conducted to investigate workers on PTT forums in Taiwan. A sample was obtained of 253 workers, and structural equation modeling was conducted using AMOS to test the hypotheses.

Job demands positively affect work stress through information overload, communication overload and system feature overload. Moreover, high technology self-efficacy may weaken the relationship between technology overload and work stress.

The study may have sample bias because our sample was obtained from an online survey on social networking sites. Regarding the theoretical implications, this study demonstrated that technology overload, as an internal organism, is a critical mediator influencing the relationship between job demands (stimulus) and work stress (response). Thus, this study extended the applicability of the SOR model in the context of working with VCAs in organizations.

Company managers need to effectively control the information amount, communication interruptions and system features of social media at optimum levels for workers. Moreover, companies should recruit workers with high technology self-efficacy or provide technology training and technology-related consulting to those with low technology self-efficacy.

The extant work stress knowledge is extended to workers using VCAs in organizations.

This paper aims to examine whether and how sales technology (ST) use helps salespeople perform better through the modification of their customer-qualification skills and customer-oriented selling behaviors. Also, the moderating role of salespeople’s technology self-efficacy is analyzed. Technological advancements have become an integral part of the personal selling process, yet the relationship between salesperson’s technology use and salesperson performance remains primarily unsubstantiated.

Data are collected from a diverse sample of 265 salespeople across different industries. Hypotheses are tested with structural equation modeling.

The results indicate that a salesperson’s customer-qualification skills and customer-oriented selling fully mediate the effect of technology use on outcome performance. In addition, salespeople high in technology self-efficacy seem to get the most out of their technology use. More specifically, the influence of technology use on customer-qualification skills and customer-oriented selling is stronger for salespeople with high rather than low self-efficacy. Interestingly, technology use only increases performance for salespeople with high self-efficacy.

Prior evidence on the consequences of ST on performance is not conclusive. The study adds value to both managers and scholars providing new insights of the link between technology use and performance and its underlying mediating and moderating processes. Without an understanding of the ST-performance relationship, sales managers may increase ST costs but decrease potential returns.