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Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi

Year 2019, Volume: 20 , 601 - 619, 05.04.2019
https://doi.org/10.17494/ogusbd.553774

Abstract

FATIH projesinin hayata geçirilmesiyle teknolojik gelişmelerin eğitime
adaptasyonu önem kazanmıştır. Bu araştırmanın amacı Türkiye’de bir devlet
üniversitesinde öğrenim gören aday öğretmenlerin dokunmatik ekranlı akıllı cihazlara
yönelik öz yeterlilik algılarının ve sosyal çevre etkisinin teknolojiyi
kabullenmelerine etkisini incelemektir. Önceki araştırmalar temel alınarak beş
değişkenli bir model oluşturulmuştur. Genişletilmiş Teknoloji Kabul Modeli
ölçeği aracılığı ile 322 aday öğretmenden veri toplanmıştır. Gerekli ilişkileri
ortaya çıkarmak için yapısal eşitlik modellemesi kullanılmıştır. Veri-model
uyumu kabul edilebilir düzeyde çıkmıştır ve YEM sonuçları “X2/df
< 3, RMSEA = 0.06, RMR = 0.07, CFI = 0.96, NFI= 0.92, GFI= 0.92, AGFI= 0.89”
biçimindedir. Algılanan kullanışlılık ve algılanan kullanım kolaylığı
teknolojik davranışsal niyetin anlamlı düzeydeki belirleyicileridir. Ek olarak,
sosyal etki ve öz yeterlilik algılarının algılanan kullanışlılık ve kullanım
kolaylığı üzerinde pozitif ve doğrudan etkisi olduğu tespit edilmiştir

References

  • Agarwal, R., Sambamurthy, V., & Stair, R.M. (2000). Research report: the evolving relationship between general and specific computer self-efficacy—an empirical assessment. Information Systems Research, 11(4), 418-430. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Proceses, 50(2), 179-211. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Albion, P. (1999). Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology. In Proceedings of the 10th International Conference of the Society for Information Technology & Teacher Education (SITE 1999) (pp. 1602-1608). Association for the Advancement of Computing in Education (AACE). Bagozzi, R.P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 243-254. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38(3), 245-263. Bialo, E., & Sivin-Kachala, J. (2000). Research report on the effectiveness of technology in schools. Washington, DC: Software & Industry Information Association. Retrieved August, 8, 2004. Burton-Jones, A., & Straub Jr., D.W. (2006). Reconceptualizing system usage: An approach and empirical test. Information Systems Research, 17(3), 228-246. Chau, P.Y. (1996). An empirical assessment of a modified technology acceptance model. Journal of Management Information Systems, 13(2), 185-204. Compeau, D.R., & Higgins, C.A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. Cüre, F. ve Özdener, N. (2008). Öğretmenlerin bilgi ve iletişim teknolojileri (BİT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34. Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319-340. Davis, F.D. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-machine Studies, 38(3), 475-487. Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. Demiraslan, Y. ve Usluel, Y.K. (2005). Bilgi ve iletişim teknolojilerinin öğrenme öğretme sürecine entegrasyonunda öğretmenlerin durumu. The Turkish Online Journal of Educational Technology, 4(3), 109-113. El-Gayar, O., Moran, M., & Hawkes, M. (2011). Students' acceptance of tablet PCs and implications for educational institutions. Journal of Educational Technology & Society, 14(2), 58-70. Erdoğmuş, N., ve Esen, M. (2011). An investigation of the effects of technology readiness on technology acceptance in e-HRM. Procedia-Social and Behavioral Sciences, 24, 487-495. Fenech, T. (1998). Using perceived ease of use and perceived usefulness to predict acceptance of the World Wide Web. Computer Networks and ISDN Systems, 30(1), 629-630. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Frank, S. (2011). IT organization assessment-using COBIT and BSC. COBIT Focus, 1(1), 1-6. Gefen, D. (2003). Assessing unidimensionality through LISREL: An explanation and an example. Communications of the Association for Information Systems, 12(1), 2. Gong, M., Xu, Y., & Yu, Y. (2004). An enhanced technology acceptance model for web based learning. Journal of Information Systems Education, 15(4), 365. Gök, B. ve Erdoğan, T. (2010). Investigation of pre-service teachers’ perceptions about Concept of technology through metaphor analysis. TOJET, 9(2), 145-160. Gülbahar, Y. (2008). ICT usage in higher education: A case study on preservice teacher and instructions. Online Submission, 7(1). Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. Igbaria, M., & Livari, J. (1995). The effects of self-efficacy on computer usage. Omega, 23(6), 587-605. Karahanna, E., & Straub, D. (1999). The psychological origins of perceived usefulness and ease-of-use. Information & Management, 35(4), 237-250. doi:10.1016/j.physletb.2003.10.071 Kayaduman, H., Sırakaya, M. ve Seferoğlu, S.S. (2011). Eğitimde FATİH projesinin öğretmenlerin yeterlik durumları açısından incelenmesi. Akademik Bilişim, 11, 123-129. Kılıçer, K. (2008). Teknolojik yeniliklerin yayılmasını ve benimsenmesini arttıran etmenler. Anadolu University Journal of Social Sciences, 8(2). Kiraz, E. ve Özdemir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Journal of Educational Technology & Society, 9(2), 152-165. Kline, T.J. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications. Köseoğlu, P., Yilmaz, M., Gerçek, C. ve Soran, H. (2007). Bilgisayar kursunun bilgisayara yönelik başarı, tutum ve öz-yeterlik inançları üzerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33). Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269-282. Lee, M.C. (2009). Factors influencing the adoption of internet banking: An integration of TAM and TPB with perceived risk and perceived benefit. Electronic Commerce Research and Applications, 8(3), 130-141. Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for İnformation Systems, 12(1), 50. Lee, Y. C., Li, M. L., Yen, T. M., & Huang, T. H. (2010). Analysis of adopting an integrated decision making trial and evaluation laboratory on a technology acceptance model. Expert Systems with Applications, 37(2), 1745-1754. Leonard-Barton, D., & Kraus, W.A. (1985). Implementing new technology. Harvard Business Review, 63(6). Mitra, S., Sambamurthy, V., & Westerman, G. (2011). Measuring IT performance and communicating value. MIS Quarterly Executive, 10(1), 47-59. Mathieson, K. (1991). Predicting user intentions: comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173-191. Ong, C., & Lai, J. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829. doi:10.1016/j.chb.2004.03.006 Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi. Eskişehir: Nisan Kitapevi. Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H.B. ve Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet PC ve etkileşimli tahta kullanımı: FATİH Projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1799-1822. Ramayah, T. (2010). The role of voluntariness in distance education students' usage of a course website. Turkish Online Journal of Educational Technology-TOJET, 9(3), 96-105. Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from https://files.eric.ed.gov/fulltext/ED430537.pdf. Seferoğlu, S.S. ve Akbıyık, C. (2005). İlköğretim öğretmenlerinin bilgisayara yönelik öz yeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları Dergisi, 19, 89-101. Seferoğlu, S.S., Akbıyık, C. Ve Bulut, M. (2008). İlköğretim öğretmenlerinin ve öğretmen adaylarının Bilgisayarların öğrenme/öğretme sürecinde kullanımı ile ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(35). Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management Science, 42(1), 85-92. Tate, R. (1996). An introduction to modeling outcomes in the behavioral and social sciences. Burgess International Group. Taylor, S., & Todd, P.A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144-176. Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. Teo, T., Ursavaş, O. F. ve Bahçekapılı, E. (2012). An assessment of pre-service teachers’ technology acceptance in Turkey: A structural equation modeling approach. The Asia-Pacific Education Researcher, 21(1), 191-202. Terzis, V., & Economides, A.A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044. Türel, Y. K. (2012). Teachers’ negative attitudes towards interactive whiteboard use: Needs and problems. Elementary Education Online, 11(2), 423-439. Umay, A. (2004). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretimde bilişim teknolojilerinin kullanımına ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26(26). Usluel, Y.K., Mumcu, F.K. ve Demiraslan Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 164-179. Valdez, G. (2004). Critical issue: Technology leadership: Enhancing positive educational change. North Central Regional Educational Laboratory. Van Raaij, E.M., & Schepers, J.J. (2008). The acceptance and use of a virtual learning environment in China. Computers & Education, 50(3), 838-852. Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365. Venkatesh, V., & Davis, F.D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451-481. Venkatesh, V., & Davis, F.D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. Venkatesh, V., & Morris, M.G. (2000). Why don't men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115-139. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Wang, Y.S., Wu, M.C., & Wang, H.Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. Yang, H.D., & Choi, I. (2001). Revisiting technology acceptance model with social influence factors. PACIS 2001 Proceedings, 35. Yusoff, Y.M., Ramayah, T., & Ibrahim, H. (2010). E-HRM: A proposed model based on technology acceptance model. African Journal of Business Management, 4(13), 3039-3045.
Year 2019, Volume: 20 , 601 - 619, 05.04.2019
https://doi.org/10.17494/ogusbd.553774

Abstract

References

  • Agarwal, R., Sambamurthy, V., & Stair, R.M. (2000). Research report: the evolving relationship between general and specific computer self-efficacy—an empirical assessment. Information Systems Research, 11(4), 418-430. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Proceses, 50(2), 179-211. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Albion, P. (1999). Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology. In Proceedings of the 10th International Conference of the Society for Information Technology & Teacher Education (SITE 1999) (pp. 1602-1608). Association for the Advancement of Computing in Education (AACE). Bagozzi, R.P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 243-254. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38(3), 245-263. Bialo, E., & Sivin-Kachala, J. (2000). Research report on the effectiveness of technology in schools. Washington, DC: Software & Industry Information Association. Retrieved August, 8, 2004. Burton-Jones, A., & Straub Jr., D.W. (2006). Reconceptualizing system usage: An approach and empirical test. Information Systems Research, 17(3), 228-246. Chau, P.Y. (1996). An empirical assessment of a modified technology acceptance model. Journal of Management Information Systems, 13(2), 185-204. Compeau, D.R., & Higgins, C.A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. Cüre, F. ve Özdener, N. (2008). Öğretmenlerin bilgi ve iletişim teknolojileri (BİT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34. Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319-340. Davis, F.D. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-machine Studies, 38(3), 475-487. Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. Demiraslan, Y. ve Usluel, Y.K. (2005). Bilgi ve iletişim teknolojilerinin öğrenme öğretme sürecine entegrasyonunda öğretmenlerin durumu. The Turkish Online Journal of Educational Technology, 4(3), 109-113. El-Gayar, O., Moran, M., & Hawkes, M. (2011). Students' acceptance of tablet PCs and implications for educational institutions. Journal of Educational Technology & Society, 14(2), 58-70. Erdoğmuş, N., ve Esen, M. (2011). An investigation of the effects of technology readiness on technology acceptance in e-HRM. Procedia-Social and Behavioral Sciences, 24, 487-495. Fenech, T. (1998). Using perceived ease of use and perceived usefulness to predict acceptance of the World Wide Web. Computer Networks and ISDN Systems, 30(1), 629-630. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Frank, S. (2011). IT organization assessment-using COBIT and BSC. COBIT Focus, 1(1), 1-6. Gefen, D. (2003). Assessing unidimensionality through LISREL: An explanation and an example. Communications of the Association for Information Systems, 12(1), 2. Gong, M., Xu, Y., & Yu, Y. (2004). An enhanced technology acceptance model for web based learning. Journal of Information Systems Education, 15(4), 365. Gök, B. ve Erdoğan, T. (2010). Investigation of pre-service teachers’ perceptions about Concept of technology through metaphor analysis. TOJET, 9(2), 145-160. Gülbahar, Y. (2008). ICT usage in higher education: A case study on preservice teacher and instructions. Online Submission, 7(1). Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. Igbaria, M., & Livari, J. (1995). The effects of self-efficacy on computer usage. Omega, 23(6), 587-605. Karahanna, E., & Straub, D. (1999). The psychological origins of perceived usefulness and ease-of-use. Information & Management, 35(4), 237-250. doi:10.1016/j.physletb.2003.10.071 Kayaduman, H., Sırakaya, M. ve Seferoğlu, S.S. (2011). Eğitimde FATİH projesinin öğretmenlerin yeterlik durumları açısından incelenmesi. Akademik Bilişim, 11, 123-129. Kılıçer, K. (2008). Teknolojik yeniliklerin yayılmasını ve benimsenmesini arttıran etmenler. Anadolu University Journal of Social Sciences, 8(2). Kiraz, E. ve Özdemir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Journal of Educational Technology & Society, 9(2), 152-165. Kline, T.J. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications. Köseoğlu, P., Yilmaz, M., Gerçek, C. ve Soran, H. (2007). Bilgisayar kursunun bilgisayara yönelik başarı, tutum ve öz-yeterlik inançları üzerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33). Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269-282. Lee, M.C. (2009). Factors influencing the adoption of internet banking: An integration of TAM and TPB with perceived risk and perceived benefit. Electronic Commerce Research and Applications, 8(3), 130-141. Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for İnformation Systems, 12(1), 50. Lee, Y. C., Li, M. L., Yen, T. M., & Huang, T. H. (2010). Analysis of adopting an integrated decision making trial and evaluation laboratory on a technology acceptance model. Expert Systems with Applications, 37(2), 1745-1754. Leonard-Barton, D., & Kraus, W.A. (1985). Implementing new technology. Harvard Business Review, 63(6). Mitra, S., Sambamurthy, V., & Westerman, G. (2011). Measuring IT performance and communicating value. MIS Quarterly Executive, 10(1), 47-59. Mathieson, K. (1991). Predicting user intentions: comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173-191. Ong, C., & Lai, J. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829. doi:10.1016/j.chb.2004.03.006 Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi. Eskişehir: Nisan Kitapevi. Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H.B. ve Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet PC ve etkileşimli tahta kullanımı: FATİH Projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1799-1822. Ramayah, T. (2010). The role of voluntariness in distance education students' usage of a course website. Turkish Online Journal of Educational Technology-TOJET, 9(3), 96-105. Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from https://files.eric.ed.gov/fulltext/ED430537.pdf. Seferoğlu, S.S. ve Akbıyık, C. (2005). İlköğretim öğretmenlerinin bilgisayara yönelik öz yeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları Dergisi, 19, 89-101. Seferoğlu, S.S., Akbıyık, C. Ve Bulut, M. (2008). İlköğretim öğretmenlerinin ve öğretmen adaylarının Bilgisayarların öğrenme/öğretme sürecinde kullanımı ile ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(35). Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management Science, 42(1), 85-92. Tate, R. (1996). An introduction to modeling outcomes in the behavioral and social sciences. Burgess International Group. Taylor, S., & Todd, P.A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144-176. Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. Teo, T., Ursavaş, O. F. ve Bahçekapılı, E. (2012). An assessment of pre-service teachers’ technology acceptance in Turkey: A structural equation modeling approach. The Asia-Pacific Education Researcher, 21(1), 191-202. Terzis, V., & Economides, A.A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044. Türel, Y. K. (2012). Teachers’ negative attitudes towards interactive whiteboard use: Needs and problems. Elementary Education Online, 11(2), 423-439. Umay, A. (2004). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretimde bilişim teknolojilerinin kullanımına ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26(26). Usluel, Y.K., Mumcu, F.K. ve Demiraslan Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 164-179. Valdez, G. (2004). Critical issue: Technology leadership: Enhancing positive educational change. North Central Regional Educational Laboratory. Van Raaij, E.M., & Schepers, J.J. (2008). The acceptance and use of a virtual learning environment in China. Computers & Education, 50(3), 838-852. Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365. Venkatesh, V., & Davis, F.D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451-481. Venkatesh, V., & Davis, F.D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. Venkatesh, V., & Morris, M.G. (2000). Why don't men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115-139. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Wang, Y.S., Wu, M.C., & Wang, H.Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. Yang, H.D., & Choi, I. (2001). Revisiting technology acceptance model with social influence factors. PACIS 2001 Proceedings, 35. Yusoff, Y.M., Ramayah, T., & Ibrahim, H. (2010). E-HRM: A proposed model based on technology acceptance model. African Journal of Business Management, 4(13), 3039-3045.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Kübra Karakaya Özyer 0000-0002-0208-7870

Publication Date April 5, 2019
Submission Date October 10, 2018
Published in Issue Year 2019 Volume: 20

Cite

APA Karakaya Özyer, K. (2019). Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20, 601-619. https://doi.org/10.17494/ogusbd.553774
AMA Karakaya Özyer K. Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. April 2019;20:601-619. doi:10.17494/ogusbd.553774
Chicago Karakaya Özyer, Kübra. “Sosyal Etki Ve Öz Yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 20, April (April 2019): 601-19. https://doi.org/10.17494/ogusbd.553774.
EndNote Karakaya Özyer K (April 1, 2019) Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 20 601–619.
IEEE K. Karakaya Özyer, “Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi”, Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, vol. 20, pp. 601–619, 2019, doi: 10.17494/ogusbd.553774.
ISNAD Karakaya Özyer, Kübra. “Sosyal Etki Ve Öz Yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 20 (April 2019), 601-619. https://doi.org/10.17494/ogusbd.553774.
JAMA Karakaya Özyer K. Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 2019;20:601–619.
MLA Karakaya Özyer, Kübra. “Sosyal Etki Ve Öz Yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, vol. 20, 2019, pp. 601-19, doi:10.17494/ogusbd.553774.
Vancouver Karakaya Özyer K. Sosyal Etki ve Öz yeterlilik Algısının Dokunmatik Ekranlı Akıllı Cihazları Kabullenişe Etkisi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 2019;20:601-19.