Manual avanzado de Partial Least Squares Structural Equation Modeling (PLS-SEM)

Hair, Joseph F.; Ringle, Christian M.; Gudergan, Siegfried P.; Castillo‐Apraiz, Julen; Cepeda‐Carrión, Gabriel; Roldán, José L.

doi:10.3926/oss.407

Cited by 398 publications

(451 citation statements)

References 0 publications

Supporting

Mentioning

416

Contrasting

Unclassified

Order By: Relevance

“…As suggested, this value for the study is above 0.5 for each construct (Fornell and Larcker, 1981). Also, the composite reliability (CR) of all constructs used in this study exceeds the recommended value of 0.7 (Hair et al, 2017). It shows how well a construct is measured by its assigned indicators (G€ otz et al, 2010).…”

Section: Instrument Validationfirst-order Constructs Evaluationmentioning

confidence: 60%

“…As discussed above, the reflective-formative model was selected for this research, as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement (Becker et al, 2012). Thus, we used a combination of approximations to both variable and model evaluation using a two-step method using a repeated indicator approach (Hair et al, 2017). As the first step, the variable evaluation, we used the repeated indicators approach (Duarte and Amaro, 2018).…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

“…To appraise the first-level reflective variables of the model, including first-order variables and the first level of second-order variables, we followed Hair et al (2017) and conducted a factor analysis to evaluate reliability, convergent validity and discriminant validity (see Table 1). Convergent validity measures the extent to which the construct explains the average variance extracted (AVE) of the indicators.…”

Section: Instrument Validationfirst-order Constructs Evaluationmentioning

confidence: 99%

See 2 more Smart Citations

Investigating the role of technostress, cognitive appraisal and coping strategies on students' learning performance in higher education: a multidimensional transactional theory of stress approach

Sharma

Gupta

2022

ITP

View full text Add to dashboard Cite

PurposeCOVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.Design/methodology/approachA survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.FindingsStudents experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.Research limitations/implicationsThis study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference. Originality/valueThere is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

show abstract

Section: Instrument Validationfirst-order Constructs Evaluationmentioning

confidence: 60%

Section: Data Analysis and Resultsmentioning

confidence: 99%

Section: Instrument Validationfirst-order Constructs Evaluationmentioning

confidence: 99%

See 1 more Smart Citation

Investigating the role of technostress, cognitive appraisal and coping strategies on students' learning performance in higher education: a multidimensional transactional theory of stress approach

Sharma

Gupta

2022

ITP

View full text Add to dashboard Cite

show abstract

“…The measurement models in this study contained first-order reflective models (constructs of AS, PS, SE and WB), a second-order reflective-formative model (construct of PsyCap) and a single-item measure (item AP). We followed "the rules of thumb" by Hair et al (2014Hair et al ( , 2018 when assessing the quality of the measurement and structural model results.…”

Section: Methodsmentioning

confidence: 99%

“…For the assessment of the second-order reflective-formative construct of PsyCap, we followed the guidelines of Becker et al (2015) and Hair et al (2018). A second-order reflective-formative construct means that the first-order constructs (hope, selfefficacy, resilience, optimism) are modeled as reflective, while the second-order construct (PsyCap) is modeled as formative.…”

Section: Measurement Modelmentioning

confidence: 99%

The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway

Evenstad

Slåtten

Onshus

et al. 2023

IJQSS

View full text Add to dashboard Cite

Purpose This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being. Design/methodology/approach Students from different higher education campuses and academic programs in Norway participated. Findings PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables. Research limitations/implications Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap. Originality/value This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

show abstract

Green human resource management and employees pro‐environmental behaviours: Examining the underlying mechanism

Ansari

Farrukh

Raza

2020

Corp Soc Responsibility Env

255

173

View full text Add to dashboard Cite

The rising interest in environmental protection and sustainability has led to the emergence of a new research focus in human resource management (HRM) field. Scholars in this field have started to investigate how HRM can significantly contribute to achieving sustainable environmental goals and coined the term “green human resource management” (GHRM). Despite the growing interest in studying GHRM, few studies have examined its impact on positive employees' attitudes and behaviour in reducing firms' environmental footprint and enhancing business sustainability. Hence, to bridge this research gap, the present study expanded green research streams by investigating GHRM influence on pro‐environmental behaviours (PEBs) through the mediating effect of green commitment. SmartPLS was employed to test the theoretical framework from 342 valid responses. Present research findings reveal that GHRM practices influence employees' green commitment and PEBs. Moreover, the results also suggest that green commitment mediates the relationship between GHRM and PEBs. In the end, theoretical contributions and implications were discussed.

show abstract

Manual avanzado de Partial Least Squares Structural Equation Modeling (PLS-SEM)

Cited by 398 publications

References 0 publications

Investigating the role of technostress, cognitive appraisal and coping strategies on students' learning performance in higher education: a multidimensional transactional theory of stress approach

Investigating the role of technostress, cognitive appraisal and coping strategies on students' learning performance in higher education: a multidimensional transactional theory of stress approach

The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway

Green human resource management and employees pro‐environmental behaviours: Examining the underlying mechanism

Contact Info

Product

Resources

About