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This study aims to empirically examine the relationships among social influence, green labeling, economic incentives, environmental attitude, environmental knowledge, past green purchase behavior and green car purchase intention among the Malaysian consumers. A multi-stage sampling process with proportionate stratified sampling in the first stage and systematic mall intercept method in the second stage was applied in this study. Thereafter, a questionnaire survey was done among consumers aged 18 and above that visiting car dealers, namely Honda, Toyota and Nissan from the two representative states of Malaysia namely Penang and Kuala Lumpur. 417 out of 500 questionnaires distributed were returned back for data analysis using SmartPLS v.3 software. The results show that green labeling, economic incentives, environmental attitude are direct antecedents of green car purchase intention in Malaysia. However, social influence, environmental knowledge and past green purchase behavior do not have any influence on green car purchase intention in Malaysia. Lastly, implications of this study and limitations found in this study are discussed.

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Purpose The purpose of this study is to concurrently test the effect of cognitive absorption and perceived social presence on technology acceptance model core variables, e-satisfaction and e-retention among undergraduate students of Northern Malaysian public universities. Design/methodology/approach To empirically test the model, the authors developed quantitative research by collecting data from 730 undergraduate students of public universities in the Northern states of Malaysia. Partial least squares–structural equation modeling was used to analyze the data. Findings The results of the study reveal that cognitive absorption has a direct significant and positive effect on perceived usefulness and perceived ease of use of e-learning platforms and an indirect effect on e-satisfaction and e-retention. Equally, perceived social presence has a direct positive and significant effect on perceived ease of use and an indirect effect on e-satisfaction and e-retention, while e-satisfaction positively and significantly influences electronic retention. However, perceived social presence has an insignificant effect on perceived usefulness. Practical implications The findings of this study provide insights to practitioners, academia and university management, policymakers, designers and marketers on how to use the selected variables to improve the e-learning systems generally, and LearningZone Moodle in particular. Originality/value Several studies have been conducted in the domain of electronic learning; none of them, however, concurrently linked cognitive absorption and perceived social presence with technology acceptance model core factors to predict e-satisfaction and e-retention using LearningZone Moodle. This study helps the research community to fill this gap as the literature lacks a concerted discussion concerning these variables to significantly predict e-satisfaction and e-retention in an online learning context.