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Shifting to OLSL classes during the pandemic can bring learners ambivalent experiences: negative, positive or both appraisals toward the technologies. However, few studies have examined how ambivalent experiences can influence students' learning behaviors, specifically cyberslacking and active participation. Using the challenge-hindrance stressor framework, this study investigates the impact of challenge and hindrance appraisals on these learning behaviors.

This study uses a mixed methods approach to answer research questions. An interview was conducted to identify the key components of ambivalent appraisals, and a survey was conducted to empirically examine the impact of challenge and hindrance appraisals on learners' behaviors in online live streaming learning (OLSL) contexts. The data of 675 university students were analyzed using structural equation modeling.

This study found that hindrance appraisal leads to cyberslacking while challenge appraisal leads to active participation, but it can also cause cyberslacking. Social presence has a double-edged effect, acting as both a facilitator and inhibitor, strengthening the effect of hindrance appraisal on cyberslacking and the impact of challenge appraisal on active participation.

Prior studies have primarily focused on the negative side (techno-distress) of technology appraisals. This study simultaneously examines the positive side, techno-eustress, on learners' behaviors in OLSL contexts, and explores the moderating effects of social presence. This study contributes to the technostress and technology adaptation literature by revealing how technology-induced ambivalent appraisals impact behavioral responses. It offers important theoretical and practical implications for education tool designers.

The primary objective of this study is to explore consumers' non-adoption intentions towards meta-commerce (or metaverse retailing). Utilizing the Innovation Resistance Theory (IRT) as the theoretical foundation, this study investigates the impact of diverse barriers on non-adoption intentions within the meta-commerce context.

A total of 356 responses were gathered to test the proposed hypotheses. Structural Equation Modelling (SEM) with SmartPLS 4 software was used to examine these hypotheses.

The findings of this study show that perceived cyber risk, perceived regulatory uncertainty, perceived switching cost and perceived technical uncertainty are significantly linked to non-adoption intention towards meta-commerce. Furthermore, the study suggests that the moderating influence of technostress on these connections is more pronounced for consumers with high technostress compared to those with low technostress.

This study makes a significant contribution to the current body of literature by providing valuable insights into the fundamental barriers that consumers encounter when contemplating the adoption of meta-commerce. This contribution is particularly noteworthy as it fills a gap in the existing literature, as no prior study has comprehensively examined the primary obstacles that shape consumer intentions towards meta-commerce adoption. This novel perspective offers scholars, businesses and policymakers a foundation for developing strategies to address these barriers effectively.

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.

This study investigates organizations' non-adoption intention towards the enterprise metaverse. The innovation resistance theory (IRT) is used as an underpinning theory to examine the impact of various risks on non-adoption intention towards the enterprise metaverse.

A total of 294 responses were collected to examine the proposed hypotheses. A structural equation modelling technique was used to investigate the hypotheses using SPSS AMOS and PROCESS MACRO.

The results of this study reveal that performance, security and psychological risks are significantly associated with non-adoption intention towards enterprise metaverse. Further, distrust significantly meditates the association between performance risk, social risk, technological dependence risk, security risk and psychological risk and non-adoption intention towards enterprise metaverse. Moreover, the results of moderated-mediation hypotheses indicate that the mediating effect of distrust on the association among performance risk, social risk, psychological risk and non-adoption intention towards enterprise metaverse is higher for individuals having high technostress compared to individuals having low technostress.

The study's findings will enrich the metaverse literature. Further, it provides a deeper understanding of enterprise metaverse adoption from a B2B perspective using the underpinnings of IRT. The study helps organizations understand the risks associated with the adoption of the enterprise metaverse.

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.

Amidst the COVID-19 pandemic, education has shifted to online teaching and learning. Interactivity is a crucial tool used to make online education effective. This study empirically examines the role of interactivity in higher education and its influence on students' behavioral outcomes, specifically focusing on soft skills and personality upgradation.

A quasi-experimental research design was carried out for post-graduate students undergoing a business communication course from four major institutions. For analysis, t-test, confirmatory factor analysis (CFA) and partial least squares structural equation modeling (PLS-SEM) have been employed. Experimental research has established the causal relationship between interactivity, personality and soft skill upgradation (SSU).

It was found that the theoretical structural model has a rational model-fit validity. Resultantly, practitioners may use prior knowledge of virtual community (VC) members to enhance web interactivity, thereby increasing social identity and social bonds in a group for more meaningful and effective delivery of online courses.

The major limitations lie in its context-dependent nature, predominantly influenced by the pandemic-induced mandatory online learning. The study's cross-sectional design also inhibits its ability to assess goal-directed behaviors over time, necessitating further longitudinal research.

The study is one of the pioneering pieces of research that examines the role of pre-defined grouping and enhanced web interactivity in VCs in the context of online learning, especially during the COVID-19 pandemic. Integrating theories of web interactivity, social bond theory (SBT) and social identity theory (SIT) provides a novel understanding of cognitive and social influences that drive meaningful online discussions and their impacts on knowledge enhancement and personality development. Its findings have implications for the design of effective online learning environments and e-learning pedagogy, contributing to the growing domain of information and communication technology (ICT)-enabled education.

The purpose of this paper is to describe the mediating effects of transformational and transactional leadership styles on the relationship between organizational ethics and workplace incivility.

The study employed cross-sectional survey design. Data were obtained from 209 employees from the telecommunication sector. The structural equation model was employed as the analytical tool to test the hypotheses of the study.

Organizational ethics was negatively related to workplace incivility. Both transformational and transactional leadership styles mediated the relationship between organizational ethics and workplace incivility.

Human resource developers and managers can employ, appraise, train and develop managers who can ethically demonstrate transactional, and transformational leadership behaviors to deal with workplace incivilities.

The paper makes an important contribution to the existing organizational literature by establishing the relevance of transformational and transactional leadership styles as mediators of the nexus between organizational ethics and workplace incivility in the telecommunication sector.

This paper examines the impact of leadership behaviors on startup's entrepreneurship in Vietnamese southern areas in the time of Covid-19.

The paper uses OLS regression model to evaluate the impact of leadership behaviors on startup's entrepreneurship in Vietnamese southern areas. Besides, the paper also uses AHP method to identify the factors that influence leadership behaviors in startups in the context of economic shock like the Covid-19 pandemic.

Results reveal that the transformational leadership behavior has a positive correlation with startup's entrepreneurship while the transactional and laissez-faire leadership behaviors are negatively related to startup's entrepreneurship. In addition, using AHP method, certain determinants of leadership behaviors in startups have been specified; among which, the most profound influencing factors are respectively hi-tech use (0.081), training policy (0.079) and check (0.78). In contrast, the factors with negligible impacts include recruitment policy (0.004) and culture (0.037) in startups in the context of economic shock like the Covid-19 pandemic.

This research only evaluates this impact in the Covid-19 times. In the future, comparisons between the time after the Covid-19 at traditional enterprises and state enterprises are to be done to clarify the difference of this impact.

By using OLS model and AHP model with the data collected from 209 start-ups, the paper examines the impact of leadership behaviors on start-up's entrepreneurship in the time context of economic shock like the Covid-19 pandemic and propose some recommendations to enhance entrepreneurship in startups in the developing countries.

This study is a step forward in the entrepreneurship research branch that investigates the entrepreneurship issue from the perspectives of social and interpersonal processes. With the identification of the leadership behaviors’ role in shaping start-up's entrepreneurship come highly applicable implications towards the emergence of more effective entrepreneurial startups in the time of Covid-19 and this prevalent digital context.

With the identification of the leadership behaviors' role in shaping startup's entrepreneurship come highly applicable implications toward the emergence of more effective entrepreneurial startups in the time of Covid-19 and this prevalent digital context. This study is conducted to analyze the impact of leadership behaviors on startup's entrepreneurship in the southern areas of Viet Nam having the most startups but affected the most seriously by the Covid-19 pandemic, which has not research on this topic for startups in a developing country like Vietnam in the context of an economic shock.

The purpose of this study is to investigate the views of African higher education scholars about effective leadership and if those views reflect a unique, African meaning of leadership.

The study sought to explore the views of African higher education scholars about leadership in general and if those views reflect a unique, African meaning, that does not necessarily fit the widely accepted western theories. Using a researcher-designed questionnaire, higher education faculty and administrators were asked their understanding and beliefs about leadership. Data from quantitative responses were analyzed using descriptive statistics and t-test. In addition, qualitative answers, from one open ended question, were utilized to possibly triangulate with quantitative responses.

This study found that most research participants believe that the widely used western leadership theories are not fully applicable to Africa's context. However, the list of qualities of effective leadership, these participants suggest to be unique to Africa, included mixed attributes from Western, Non-Western and Culture-Neutral theories.

This study has some limitations. First, the data for this study was collected electronically which might have affected the potential responses from those with limited Internet connection or who have not updated their current email addresses. Second, the participants of the study are higher education professionals whose insight about leadership may not necessarily reflect the views of others from different background.

By examining leadership effectiveness in Africa's context, this study adds to the body of literature on the ongoing discussion on the topic of culture and leadership. It is hoped that the findings of the study provide important insights regarding the debate on “western vs non-western” leadership theories.

The universal understanding of leadership and the application of leadership theories across cultures have been an issue of debate for leadership scholars and practitioners around the globe. Many authors argue that the widely used leadership theories are “too western” in value and character (Bass, 1990; Hofstede, 1993; House and Aditya, 1997). This study adds the perspectives of African scholars to the ongoing debate and expands the understanding about leadership across culture.

This paper aims to establish the link between the attitudes older adults hold toward governmental websites, their subjective online public service use skills and their e-government use for bureaucratic (e.g. document downloading or filling them out online) and transactional (e.g. payment) purposes.

Data were obtained from the 2020 Israel Social Survey and analyzed using binary logistic regression models. The sample included internet users aged 60 years and older (N = 735).

Subjective use skills were positively associated with each studied type of e-government use. Perception of security in providing personal information on governmental websites was also positively associated with both types of use. Perceived clarity and simplicity of governmental websites was (positively) related to transactional e-government use only.

The results suggest that the types of e-government use in older adulthood are not contingent upon exactly the same factors. Moreover, attitudes toward e-government seem to be more relevant for transactional rather than bureaucratic e-government use in this lifespan period.

The study examines factors related to government website uses of various types in later life – a rarely studied topic in e-government research.