The first aim of the present study is to validate an extended technology acceptance model (TAME) on the data derived from the faculty members of a university in an ongoing, computer mediated work setting. The study extended the original TAM model by including an intrinsic motivation component -computer self efficacy. In so doing, the study assessed the direct and indirect effects of computer self efficacy on the use of the technology, via the perceived usefulness and intention to use the technology voluntarily. The second purpose of the study is to evaluate gender and age invariants of the causal structure of TAME. This cross-validation procedure determined whether gender and age group moderated the causal structure of the model, and thus the generality of TAME. The data were collected from a self reported questionnaire administered to 731 faculty members of a public university in Malaysia. The results of structural equation modeling supported the adequacy of TAME. Although the TAME's causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest.

In the last two decades, investigating the sources of foreign language anxiety in general has increasingly attracted the attention of many researchers in the field of foreign language teaching. However, the sources of anxiety that influence the acquisition of certain specific language skills such as reading in particular have rarely been investigated. Thus, the aim of this study was to explore and understand the underlying problems and factors that contribute to reading anxiety faced by EFL students at Yarmouk University, Jordan. It was a qualitative exploration of the sources of English language reading anxiety for which observation, semi-structured interviews and diaries were collected from six informants with different levels of English language proficiency. The findings of the study revealed that there were two aspects of foreign language reading anxiety: personal factor and text feature. Under the concept of personal factor there were also two main sources of foreign language reading anxiety, which are: afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text feature, which are: unknown vocabulary, unfamiliar topic, and unfamiliar culture. The five main sources of foreign language reading anxiety were arranged according to their occurrences and percentages in the study. Moreover, recommendations were proposed.

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This systematic review of literature on foreign language anxiety and its relationship with achievement is additional clarification to the earlier works and reviews concerned with this issue. Firstly, it defines the foreign language anxiety concept where eventually foreign language anxiety is differentiated from other related concepts. Secondly, it reviews the existing studies where the constructs of foreign languages are determined. Finally, it presents the studies that concern foreign language anxiety and achievement in a systematic way where different settings, languages, learners' stages and disciplines were involved.

The objectives of this research are i) to examine the psychometric properties of the constructs of social-support, work-family enrichment and life satisfaction, ii) to validate the hypothesized interrelationships among the constructs of social support, work-family enrichment and life satisfaction among nurses of public hospitals in Malaysia and iii) to examine the likely mediation effect of work-family enrichment on support-satisfaction relationship. Survey questionnaire was administered to 689 married nurses of public hospitals in Malaysia. A full structural modeling testing was used in SEM with AMOS 17 data-fitting program, supported the hypothesized relationship. The results substantiated the psychometric adequacy of the measure and produced a good-fitting life satisfaction model among nurses.Index Terms-satisfaction, social-support and work-family enrichment.

<p class="apa">The purpose of this study was twofold, i.e. to examine the extent to which students’ self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement equivalence for male and female students. The sample consisted of 391 undergraduates from 15 institutions of higher education in Malaysia. The data were collected using a self-reported 17-item questionnaire measuring university students’ digital citizenship behaviours. The results of the study supported and extended the results of previous work on students’ behaviors when using digital technology. The study found evidence that students’ digital citizenship is a valid and reliable multidimensional construct, and the measurement is gender-invariant. The findings are useful in making evidence-informed decisions in choosing and developing instructional interventions to produce ethical and responsible technology users, and in informing future research in the area.</p>

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