000119929 001__ 119929
000119929 005__ 20240319081018.0
000119929 0247_ $$2doi$$a10.1016/j.ijme.2022.100683
000119929 0248_ $$2sideral$$a129777
000119929 037__ $$aART-2022-129777
000119929 041__ $$aeng
000119929 100__ $$0(orcid)0000-0002-9688-9734$$aFraj-Andrés, Elena$$uUniversidad de Zaragoza
000119929 245__ $$aStudents apprehension and affective inertia in a Twitter-based activity: Evidence from students of an economics degree
000119929 260__ $$c2022
000119929 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119929 5203_ $$aStudents' affective inertia can lead to their resistance to conducting an activity. This article aims to identify the characteristics of an e-learning activity carried out via Twitter that can help teachers reduce the possible incidence of such inertia. The analysis, based on structural equation modelling and applied to a sample of 105 students, reveals that e-learning activities should be useful and enjoyable in order to reduce affective inertia. Furthermore, students that are more apprehensive towards using social networking sites (SNS) are more likely to experience affective inertia, and having high expectations regarding the activity's enjoyment are less likely to reduce their inertia, compared to those who are less apprehensive about SNS use. This research offers important implications for teaching practice on the designing of e-learning activities.
000119929 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S54-20R-GENERES Group$$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-114874GB-I00$$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-118425RB-I00$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-17-064
000119929 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000119929 590__ $$a5.2$$b2022
000119929 592__ $$a1.056$$b2022
000119929 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b21 / 269 = 0.078$$c2022$$dQ1$$eT1
000119929 593__ $$aStrategy and Management$$c2022$$dQ1
000119929 591__ $$aMANAGEMENT$$b100 / 227 = 0.441$$c2022$$dQ2$$eT2
000119929 593__ $$aEducation$$c2022$$dQ1
000119929 591__ $$aBUSINESS$$b71 / 154 = 0.461$$c2022$$dQ2$$eT2
000119929 594__ $$a7.1$$b2022
000119929 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000119929 700__ $$0(orcid)0000-0001-8900-1701$$aHerrando, Carolina$$uUniversidad de Zaragoza
000119929 700__ $$0(orcid)0000-0002-8798-3294$$aLucia-Palacios, Laura$$uUniversidad de Zaragoza
000119929 700__ $$0(orcid)0000-0001-6441-2504$$aPérez-López, Raúl$$uUniversidad de Zaragoza
000119929 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000119929 773__ $$g20, 3 (2022), 100683 [13 pp.]$$tInternational Journal of Management Education$$x1472-8117
000119929 8564_ $$s1655299$$uhttps://zaguan.unizar.es/record/119929/files/texto_completo.pdf$$yVersión publicada
000119929 8564_ $$s2231099$$uhttps://zaguan.unizar.es/record/119929/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000119929 909CO $$ooai:zaguan.unizar.es:119929$$particulos$$pdriver
000119929 951__ $$a2024-03-18-15:52:48
000119929 980__ $$aARTICLE