How Information Factors and Attitudes Relate to Symptoms of PostTraumatic Stress Disorder: The Role of Uncertainty in the Case of Deepwater Horizon Oil Spill

The Deepwater Horizon oil spill, the largest in U.S. history, has impacted communities and residents, near and far, in numerous ways. This study proposed and tested a conceptual framework to examine the extent to which (a) information factors (sufficiency, repertoires, similarity, and sensitivity) and attitudes (feeling efficacious in seeking information and willingness/motivation to accept information) are associated with uncertainties in communities during the oil spill and (b) uncertainties, in turn, lead to symptoms of posttraumatic stress disorder (PTSD) after the spill. A cross-sectional survey study (N = 240) was conducted in the Houston Ship Channel area. Structural equation modeling was used to test the hypothesized conceptual model. Information sufficiency, information similarity, willingness to accept information, and efficacy in information seeking were significant predictors of uncertainty. These predictors explained 30.4% variances of uncertainty. Uncertainty was, in turn, a significant predictor of symptoms of PTSD. Current findings signify the importance of information factors and residents' attitudes in reducing uncertainty and symptoms of PTSD developed during crisis situations, including the current COVID-19 pandemic.

Exploring the E-Learning Adoption Intentions of College Students Amidst the COVID-19 Epidemic Outbreak in China

This research paper investigated the adoption behavior of college students toward the e-learning system amidst the current COVID-19. The model was developed and validated based on the Technology Acceptance Model (TAM) and the partial least squares-structural equation modeling (PLS-SEM) was used to analyze the data. The data was generated from 316 Chinese college students based on the convenient sampling technique. The research outcomes indicate that the perceived ease of use is a significant predictor of the intention to use and perceived usefulness of an e-learning system. To our surprise, perceived usefulness does not determine the intention to use an e-learning system. Computer self-efficacy and technical support respectively were significant determinants of the perceived usefulness and the perceived ease of use of an e-learning system. Interestingly, the study showed that internet experience does not influence students’ sensitivity to the usefulness and ease of use associated with an e-learning system. The theoretical and managerial implications of these results findings are thoroughly interrogated. © The Author(s) 2022.