261
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Adaptation of Affinity for Technology Interaction Scale to Turkish Culture and Evaluation of Measurement Invariance: ATI-T

ORCID Icon, ORCID Icon & ORCID Icon
Received 01 Dec 2022, Accepted 10 Apr 2023, Published online: 17 May 2023

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. https://doi.org/10.1080/21532974.2011.10784670
  • Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology acceptance model in m-learning context: A systematic review. Computers & Education, 125, 389–412. https://doi.org/10.1016/j.compedu.2018.06.008
  • Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. https://doi.org/10.1007/BF02723327
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
  • Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
  • Choi, G., & Chung, H. (2013). Applying the technology acceptance model to social networking sites (SNS): Impact of subjective norm and social capital on the acceptance of SNS. International Journal of Human-Computer Interaction, 29(10), 619–628. https://doi.org/10.1080/10447318.2012.756333
  • Claxton, R. P., & McIntyre, R. P. (1994). Empirical relationships between need for cognition and cognitive style: Implications for consumer psychology. Psychological Reports, 74(3), 723–732. https://doi.org/10.2466/pr0.1994.74.3.723
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
  • Cripps, B. (2017). Psychometric testing: Critical perspectives. John Wiley & Sons.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  • Fleischhauer, M., Enge, S., Brocke, B., Ullrich, J., Strobel, A., & Strobel, A. (2010). Same or different? Clarifying the relationship of need for cognition to personality and intelligence. Personality & Social Psychology Bulletin, 36(1), 82–96. https://doi.org/10.1177/0146167209351886
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
  • Franke, T., Attig, C., & Wessel, D. (2019). A personal resource for technology interaction: Development and validation of the affinity for technology interaction (ATI) scale. International Journal of Human–Computer Interaction, 35(6), 456–467. https://doi.org/10.1080/10447318.2018.1456150
  • Ghasemi, F., Nourian, S., & Babamiri, M. (2022). The psychometric properties of the Persian version of the affinity for technology interaction (ATI) scale. Journal of Health and Safety at Work, 12(4), 784–799.
  • Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1–13.
  • Hambleton, R. K., Meranda, P. F., & Spielberger, C. D. (2005). Adapting educational and psychological tests for cross-cultural assesment. Lawrance Erlbaum Associates.
  • Hair, J. F. Jr., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues in partial least squares structural equation modeling. SaGe publications.
  • Heilala, V., Kelly, R., Saarela, M., Jääskelä, P., & Kärkkäinen, T. (2023). The Finnish version of the affinity for technology interaction (ATI) scale: Psychometric properties and an examination of gender differences. International Journal of Human–Computer Interaction, 39(4), 874–892. https://doi.org/10.1080/10447318.2022.2049142
  • Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
  • Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343–367. https://doi.org/10.1080/15391523.2011.10782576
  • Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to under parameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
  • Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779–1786. https://doi.org/10.1016/j.chb.2013.02.012
  • Karrer, K., Glaser, C., Clemens, C., & Bruder, C. (2009). Technikaffinität erfassen–der Fragebogen TA-EG. Der Mensch im Mittelpunkt Technischer Systeme, 8, 196–201.
  • King, W. R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Management, 43(6), 740–755. https://doi.org/10.1016/j.im.2006.05.003
  • Laver, K., George, S., Ratcliffe, J., & Crotty, M. (2012). Measuring technology self efficacy: Reliability and construct validity of a modified computer self efficacy scale in a clinical rehabilitation setting. Disability and Rehabilitation, 34(3), 220–227. https://doi.org/10.3109/09638288.2011.593682
  • Nair, K. U., & Ramnarayan, S. (2000). Individual differences in need for cognition and complex problem solving. Journal of Research in Personality, 34(3), 305–328. https://doi.org/10.1006/jrpe.1999.2274 https://doi.org/10.1006/jrpe.1999.2274
  • Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006
  • Rafique, H., Almagrabi, A. O., Shamim, A., Anwar, F., & Bashir, A. K. (2020). Investigating the acceptance of mobile library applications with an extended technology acceptance model (TAM). Computers & Education, 145, 103732. https://doi.org/10.1016/j.compedu.2019.103732
  • Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital literacy: A review of literature. International Journal of Technoethics, 11(2), 65–94. https://doi.org/10.4018/IJT.20200701.oa1
  • Robertson, I. T. (1985). Human information-processing strategies and style. Behaviour & Information Technology, 4(1), 19–29. https://doi.org/10.1080/01449298508901784
  • Sagnier, C., Loup-Escande, E., Lourdeaux, D., Thouvenin, I., & Valléry, G. (2020). User acceptance of virtual reality: An extended technology acceptance model. International Journal of Human–Computer Interaction, 36(11), 993–1007. https://doi.org/10.1080/10447318.2019.1708612
  • Schmettow, M., & Drees, M. (2014). What drives the geeks? Linking computer enthusiasm to achievement goals. In Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014) (pp. 189–194). BCS Learning & Development. https://doi.org/10.14236/ewic/HCI2014.37
  • Tinmaz, H., Lee, Y. T., Fanea-Ivanovici, M., & Baber, H. (2022). A systematic review on digital literacy. Smart Learning Environments, 9(1), 1–18. https://doi.org/10.1186/s40561-022-00204-y
  • Van De Schoot, R., Schmidt, P., De Beuckelaer, A., Lek, K., & Zondervan-Zwijnenburg, M. (2015). Measurement invariance. Frontiers in Psychology, 6, 5–7. https://doi.org/10.3389/fpsyg.2015.01064
  • Van Deursen, A. J., & van Dijk, J. A. (2015). Internet skill levels increase, but gaps widen: A longitudinal cross-sectional analysis (2010–2013) among the Dutch population. Information, Communication & Society, 18(7), 782–797. https://doi.org/10.1080/1369118X.2014.994544
  • Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4–70. https://doi.org/10.1177/109442810031002
  • Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
  • 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. https://doi.org/10.2307/30036540
  • Wessel, D., Attig, C., & Franke, T. (2019, September). ATI-S an Ultra-Short scale for assessing affinity for technology interaction in user studies. In Proceedings of Mensch Und Computer 2019 (pp. 147–154). Association for Computing Machinery. https://doi.org/10.1145/3340764.3340766
  • Yucel, U. A., & Gulbahar, Y. (2013). Technology acceptance model: A review of the prior predictors. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 46(1), 89–109. https://doi.org/10.1501/Egifak_0000001275
  • Zhang, L.-F., Sternberg, R. J., & Rayner, S. (2012). Handbook of intellectual styles. Springer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.