Predictor Factors of Intention to Use Technological Resources: A Multigroup Study About the Approach of Technology Acceptance Model

• Published in: SAGE open Vol. 10; no. 4
• Main Authors: Moura, Ivanildo Viana, de Almeida, Lauro Brito, da Silva, Wesley Vieira, Veiga, Claudimar Pereira da, Costa, Flaviano
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2020; SAGE PUBLICATIONS, INC; SAGE Publishing
• Subjects: Adoption (Ideas); Anxiety; College Faculty; Educational Attainment; Foreign Countries; Hypotheses; Information Technology; Intention; Predictor Variables; Resistance to Change; Teacher Behavior; Teacher Characteristics; Technology Acceptance Model; Technology Integration; Variables; Work Environment; Brazil; information and communications technology; Technology Acceptance Model; behavioral intention
• ISSN: 2158-2440; 2158-2440
• DOI: 10.1177/2158244020967942

The aim of this article is to investigate the influence relationships between factors of an extended model of TAM (Technology Acceptance Model) and the behavioral intention of professors for the acceptance and use of information and communications technology (ICT) in work environment. The model used in this research includes, besides the original TAM variables, another five external variables. Twelve research hypotheses regarding the relationship between TAM factors and the intention and acceptance of ICT in the work environment were elaborated. Data collection was done through a questionnaire available on the Google doc platform to the teachers of the educational institution. The sample is formed by 147 teachers from several courses of one institution in the State of Paraná, Brazil. Initially, the demographic profile data were treated using descriptive statistics, confirmatory factorial analysis, and structural equations, which were the techniques used to test the research hypothesis. All research hypotheses based on the original TAM model were corroborated. Regarding the extended model, one of the external variables was not valid and was excluded from the proposed relations by two hypotheses referring to this construct. The results of the multigroup analysis—which includes the variables demographic, gender, age, schooling, and working time in the institution—showed the significant moderating effect of relationship only for the educational variable.