Vollständiger Abstract
Worum geht es in dieser Arbeit?
This study examines the relationships among perceived safety, social influence, technology anxiety, user satisfaction, and behavioral intention in blended learning implementation, investigating whether technology anxiety can be interpreted as productive vigilance rather than merely a barrier to technology adoption. Based on the Transactional Theory of Stress and Coping, this research explores how institutional safeguards and social expectations influence technology anxiety among teachers in high-stakes educational settings. A quantitative cross-sectional approach was applied using purposive sampling involving 205 high school teachers in North Sumatra, Indonesia. Data were analyzed using PLS-SEM to assess the structural model and mediation effects. The results indicate that Perceived Safety (β=0.526, t=8.17, p
Bibliografischer Nachweis
Publikationsdaten
- Autor:innen
- Harmonvikler Dumoharis Lumban Raja, Noryusliza Bin Abdullah, Deden Witarsyah, Rexon Nainggolan
- Quelle
- Journal of Information Systems and Informatics
- Publikation
- 2026-01-01
- Band / Ausgabe
- Nicht angegeben
- Seiten
- Nicht angegeben
- ISSN / ISBN
- 2656-4882, 2656-5935
- Zitationen
- 0 laut Crossref
- Referenzen
- 0 hinterlegt
Zitieren
Zitierfähiger Nachweis
Harmonvikler Dumoharis Lumban Raja, Noryusliza Bin Abdullah, Deden Witarsyah, Rexon Nainggolan (2026). Reframing Technology Anxiety During Blended Learning Implementation: The Relationships among Perceived Safety, Social Influence, Satisfaction, and Behavioral Intention. Journal of Information Systems and Informatics. https://doi.org/10.63158/journalisi.v8i4.1690
Kontext
Themen, Förderung und Nutzung
Lizenzhinweise: Lizenz 1