Azadeh Rezvani

Despite e-learning’s rapid growth and significant benefits, especially during the COVID-19 pandemic, retaining students in this educational environment is a critical challenge in the post-corona era. Therefore, our research was conducted to explore how we can promote the continuance use of e-learning (CUEL) platforms. More specifically, this study examines how identity, inertia, and computer self-efficacy affect CUEL. Data were collected from 384 users and provided support for the model. The results indicated that social identity, relational identity, and inertia are critical determinants of CUEL. Furthermore, inertia mediates the relation between social identity and CUEL. In addition, we found that computer self-efficacy moderates the relation of inertia and relational identity with CUEL, but its moderating effect on the influence of social identity and CUEL is not supported. Finally, the theoretical and practical implications of this study are discussed.

Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students’ social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students’ relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students’ perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (β = 0.190, t = 3.544; β = 0.405, t = 7.973) and continuous use of e-learning (β = 0.188, t = 3.115; β = 0.344, t = 7.459) and relatedness plays a moderating role between relational identity and continuous use (β = 0.194, t = 4.500, p = 0.000). Relatedness weakens the relationship between relational identity and innovative use of e-learning. However, it reinforces the relationship between relational identity and the continuous use of e-learning. It was found that relatedness strengthens the relationship between autotelic experience with innovative and continuous use of e-learning. The results of this study provide evidence of how students’ social and motivational factors can influence their approaches to the innovative and continuous use of e-learning systems. We discuss these results and provide agenda for future practical and professional work.

A large body of empirical and theoretical work has identified associations between emotional intelligence and positive outcomes in large-scale projects. However, scholars have yet to fully understand the mechanisms underlying these links. In this study, we sought to investigate the mediating influences of commitment, team satisfaction, and turnover intention on these associations. An analysis of data collected from 341 project team members in large-scale construction projects showed that construction project workers with higher emotional intelligence exhibit higher satisfaction, greater commitment towards their job, and lower turnover intentions. Additionally, role ambiguity acts to weaken the positive association between team satisfaction and performance. This research contributes to project management literature and has clear implications for building and training project teams in large-scale construction projects.

Purpose: Although online social networks (SNs) (e.g. Facebook, LinkedIn and Instagram) have been used by employees for various work- or non-work-related motives, there has been lack of research on the use of such networks in the workplace. The purpose of this paper is to draw on commitment theory and the tricomponent attitude model to explain the role organisational commitment plays in predicting the work-related use of online SNs and the mediating role a constructive employee voice may have in this relationship. Design/methodology/approach: The research was conducted among the employees of seven different companies within seven different industries. The validity of the measures and structural models was evaluated using partial least squares structural equation modelling (PLS-SEM). Findings: The results indicated that organisational commitment promotes employees’ work-related use of online SNs directly and also indirectly via the mediating role of a constructive voice. Originality/value: This study is among the few studies which have used the tricomponent attitude model to investigate employees’ behaviour in the workplace, in particular work-related use of online SNs. In terms of theory, this study contributes to expanding the boundaries of knowledge as SNs are considered a challenge in contemporary organisations. Organisations can convert this challenge from a potential threat to an actual opportunity by reinforcing “organisational commitment”.

Purpose: The purpose of the study is to enhance understanding of the relationships among team emotional intelligence (EI), trust in team, conflict in team and team performance.Design/methodology/approach: A sample of 389 team members from 84 project teams in large-scale construction projects was surveyed.Findings: Findings showed that team EI is positively associated with team performance. In addition, trust and conflict in the team mediate the association between team EI and team performance.Practical implications: The ability to perceive one’s own and others’ emotions significantly increases the likelihood of team performance by increasing trust in a team and reducing conflict. Therefore, managers can use these findings to boost team performance and reduce conflict in their teams.Originality/value: This research contributes to the better understanding of the relationship between team EI and team performance in large-scale construction projects. In addition, this research is an empirical investigation into the mediation variables linking EI to team performance.