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Understanding University Students' System Acceptance Behavior: The Roles of Personality Trait and Subjective Norms

Understanding University Students' System Acceptance Behavior: The Roles of Personality Trait and Subjective Norms

Chia-Ying Li
Copyright: © 2016 |Volume: 12 |Issue: 3 |Pages: 20
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781466689220|DOI: 10.4018/IJTHI.2016070107
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MLA

Li, Chia-Ying. "Understanding University Students' System Acceptance Behavior: The Roles of Personality Trait and Subjective Norms." IJTHI vol.12, no.3 2016: pp.106-125. http://doi.org/10.4018/IJTHI.2016070107

APA

Li, C. (2016). Understanding University Students' System Acceptance Behavior: The Roles of Personality Trait and Subjective Norms. International Journal of Technology and Human Interaction (IJTHI), 12(3), 106-125. http://doi.org/10.4018/IJTHI.2016070107

Chicago

Li, Chia-Ying. "Understanding University Students' System Acceptance Behavior: The Roles of Personality Trait and Subjective Norms," International Journal of Technology and Human Interaction (IJTHI) 12, no.3: 106-125. http://doi.org/10.4018/IJTHI.2016070107

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Abstract

Individuals taking information system training courses can benefit from learning information systems use and thus have the ability to implement systems before graduation. Previous studies have mentioned that an individual's system acceptance is likely to be determined by the information system, target users and context. However, studies on how personality traits and their interactions with external variables, such as training and subjective norms, to directly or indirectly influence an individual's perception and behavior intention, are lacking. This study integrates the five-factor model and technology acceptance model to explore student information systems acceptance. Questionnaire survey is used to collect data from university students. By using PLS analysis with 331 usable questionnaires, the results indicate that training and subjective norms have positive influences on perceived usefulness. Besides, a conscientiousness personality has a positive influence on perceived usefulness. Extraversion and agreeableness moderate the influence of subjective norms on perceived usefulness, while openness to experience moderates the relationship between training and perceived usefulness. Finally, this study confirms the positive interrelationship among perceived usefulness, attitude and behavior intention. The results provide valuable information for both academicians and practitioners concerned with promoting students' information systems acceptance.

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