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Examining the role of anxiety and self-efficacy as psychological barriers to ChatGPT adoption in academic contexts
14 references·0 citing·49 second hopsampled
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References

  • 2001Social Cognitive Theory: An Agentic Perspective15,469 cited
  • 2016Unified Theory of Acceptance and Use of Technology: A Synthesis and the Road Ahead2,509 cited
  • 2015Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors986 cited
  • 2019The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments231 cited
  • 2023ChatGPT in scientific and academic research: future fears and reassurances110 cited
  • 2024Examining ChatGPT adoption among educators in higher educational institutions using extended UTAUT model80 cited
  • 2023GPT revolution and digital entrepreneurial intentions71 cited
  • 2023A modified UTAUT framework to predict students' intention to adopt online learning: moderating role of openness to change48 cited
  • 2024Shall I use ChatGPT? A study on perceived trust and perceived risk towards ChatGPT usage by teachers at higher education institutions48 cited
  • 2024Framework for adoption of generative AI for information search of retail products and services47 cited
  • 2024Exploring higher education students’ continuance usage intention of ChatGPT: amalgamation of the information system success model and the stimulus-organism-response paradigm32 cited
  • 2024Integrating Tam and UGT to explore students’ motivation for using ChatGPT for learning in Vietnam23 cited
  • 2024Transformative learning with ChatGPT: analyzing adoption trends and implications for business management students in India

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  • 2024Examining the accessibility of ChatGPT for competency-based personalised learning for specially-abled people8 cited
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