Department of Journalism and Mass Communications, 37782Aristotle University of Thessaloniki, Thessaloniki, Greece.
Psychol Rep. 2022 Apr;125(2):1165-1185. doi: 10.1177/0033294121997784. Epub 2021 Feb 25.
Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students' perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.
越来越多的信息系统研究人员达成共识，认为个性可以解释对几种技术的有效使用，但对于个性如何影响用户对技术接受的看法知之甚少。因此，本研究考察了个性是否与学生对视听技术接受度的看法有关，以及一般自我效能感是否会影响这种关联。共有 244 名学生完成了一项在线调查，其中包括个性、一般自我效能感和对视听技术接受度的看法的衡量标准。典型相关分析揭示了个性与学生对技术使用的信念之间存在显著关联。结果还表明，一般自我效能感完全中介了开放性和神经质对感知易用性的影响，而宜人性与感知有用性之间的关联则部分由自我效能感信念中介。个性直接和间接影响学生对技术接受度的看法这一事实不应被忽视，特别是在设计干预计划以提高他们的学习成绩时。
