Faculty intentions to learn new technology in regards to existing teaching, research and service commitments: An integration of prospect theory and theory of planned behavior

Abstract

This research used a revised theory of planned behavior model and incorporated perceptions of time pressure, perceived instrumentality and a modified loss aversion index, to examine relationships between these constructs in relation to faculty intentions to learn new technology. Faculty (N = 208) completed a survey created in Qualtrics presenting measures of time pressure, loss aversion, instrumentality, self-efficacy (perceived behavioral control), attitudes, and intentions. The loss aversion index was significantly correlated with perceived instrumentality, attitude, and intention to learn new technology. Significant correlations were also found among attitudes, perceived instrumentality and intentions. Path analysis (with 3 re-specified models) indicated perceptions of behavioral control, attitudes, and perceived instrumentality were significant predictors of intentions to learn new technology with direct and indirect effects. Moderator analysis suggests the presence of a statistical interaction between perceived behavioral control and the loss aversion index. These findings emphasize the need to consider perceptions of control (efficacy), dispositions to be loss averse, conflicts with re-prioritizing existing commitments, and perceived instrumentality as they may have an impact on faculty engaging in learning new technology