It's not only what I think but what they think! The moderating effect of social norms

Social and individual antecedents of m-learning adoption in Iran

“…In this study, subjective norm found to be significant in m-learning adoption that confirms what Sawang et al (2014), Courtois et al (2014), Kanthawongs and Kanthawongs (2013), Cheung and Vogel (2013), Kreijns et al (2013), Tarhini et al (2013), Afshari et al (2013), Cheon et al (2012), Smet et al (2012), Park et al (2011), Al-Harbi (2011, and Lee, Hsieh et al (2011). Bourgonjon et al (2011) concluded in their studies in which subjective norm was found to be a significant factor affecting users' intention to use e-learning.…”

“…The importance of the subjective norm has previously been established in the context of e-learning in some studies (e.g., Afshari et al, 2013;Al-Harbi, 2011;Bourgonjon, Valcke, Soetaert, Wever, & Schellens, 2011;Cheon et al, 2012;Cheung & Vogel, 2013;Courtois et al, 2014;Kanthawongs & Kanthawongs, 2013;Kreijns, Acker, Vermeulen, & Buuren, 2013;Lee, Hsieh, & Ma, 2011;Park et al, 2011;Sawang, Sun, & Salim, 2014;Smet et al, 2012;Tarhini et al, 2013). Thus, it is expected that individuals come up with a motivation which push them into complying with options offered by people who are important to them (Chang, Liu, & Chen, 2014).…”

The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?

“…Second, social comparisons that are based on achievement in computer-based assessments might not only refer to schoolmates' achievement but add further sources of reference. Sawang, Sun, and Salim (2014) support this argumentation and stress that social norms play a crucial role in computer-based environments. These additional sources could not only be based on achievement but also on schoolmates' ICT-related skills or even mere ICT availability as references for peer norms (Chu & Chu, 2010;Kim et al, 2014;Light, Littleton, Bale, Joiner, & Messer, 2000;Terzis & Economides, 2011).…”

“…Third, we only included ICT-related constructs that were based on the availability and use of ICT. However, these constructs neither reflect students' skills in using ICT nor the perceived usefulness of ICT; two constructs that could moderate the BFLPE even stronger (see discussion related to technology acceptance, e.g., Sawang et al, 2014). In order to understand the interactions between the BFLPE and ICT-related constructs more deeply, we suggest using further scales on students' ICT literacy beyond mere ICT use and availability as well as incorporating factors of ICT inclusion in classrooms and teachers' ICT acceptance (Hatlevik & Christophersen, 2013;Kim et al, 2014;Terzis & Economides, 2011).…”

Influencing Factors of Chinese Consumers’ Purchase Intention to Sustainable Apparel Products: Exploring Consumer “Attitude–Behavioral Intention” Gap

“…Sustainable consumption is formed by a decision-making process that takes the consumers' social responsibility into account with individual needs and wants [20] (Vermeir and Verbeke, 2006). Everyday consumption practices are still strongly constrained by convenience, habit, value for money, personal health concerns, hedonism, and individual responses to social and institutional norms [21] (Sawang et al, 2014), and, they are likely to be resistant to change. An important driver for change, particularly with respect to sustainability, is the tendency toward reflexivity within a post-modern society, whereby society and its individuals actively reflect upon existing cultural norms.…”