Lindell and Whitney introduced a partial correlation technique, now referred to as the correlational marker technique, for controlling method variance using a marker variable that is theoretically unrelated to substantive variables in a study. This article (a) first reviews their specific analysis plan, and then (b) reviews empirical studies that have followed all or part of this plan. The authors also (c) describe a structural equation method that has been applied to the analysis of marker variables and (d) review empirical studies using this analytical approach. Next, the authors (e) develop a comprehensive confirmatory factor analysis (CFA) marker technique analysis plan, and (f) demonstrate this plan with an empirical example. Finally, the authors (g) describe how marker variables can be examined along with other method variance processes, (h) discuss the important role of theory in the critical step of selecting marker variables, and (i) discuss assumptions and limitations of the Comprehensive CFA Marker Technique.

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This article explores how the adoption of company sponsored smart phones inflicts upon the lives of professionals. Drawing upon qualitative interviews at a law firm in Brazil, the experiences of new smart phone users are reported upon in detail. Increased accessibility, accuracy and speed in exchanges gave the users a sense of autonomy and flexibility. However, the technology also helped to intensify the organisation's hold on employees outside of regular working hours, reaching into new settings, time slots and social contexts. Employees expressed concerns regarding demands from superiors that negatively affected their private spheres, yet many of them paradoxically requested more efficient smart phone connectivity. The article focuses on the justifications, the different narrative strategies, employed by professionals for their conscious engagement in escalating work connectivity. It is suggested that these justifications display users' attempt to 'dis-identify' with the role and practice they perform.

Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes, even when this would require changes in study routines. The model was tested with data from 251 students enrolled in distance learning Business Administration programs. Results of structural equation modeling supported most hypotheses. Over 71% of the variance of intention to use an e-learning platform were explained. Our findings indicate that students' perceptions of system usefulness and ease of use positively influence their intention to effectively use e-learning systems, and that these effects are fully mediated by students' attitudes towards the LMS. Furthermore, system usefulness and ease of use are influenced by students' cognitive absorption and self-efficacy, as well as by system interactivity and facilitating conditions (FC). 1 All acronyms used in the text are listed in Appendix.

In this study we investigate the connections between transformational leadership and subordinate formal and contextual performance among Brazilian employees. We also proposed and tested two mediating processes through which transformational leaders would enhance the performance of their staff: stronger follower identification with the leader and efficacy beliefs. These relations were tested with a sample of 107 managers from a multinational company that operates in the financial sector. The proposed structural equation model was assessed with Partial Least Squares (PLS) techniques. The results suggest that perceived transformational leadership is associated with higher levels of task performance and helping behaviors. Moreover, the proposed mediating processes were empirically supported. We discuss implications for theory and practice.