Integrating Trust and Computer Self-Efficacy with TAM: AnEmpirical Assessment of Customersâ Acceptance of BankingInformation Systems (BIS) in Jamaica
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Financial institutions all over the world are providing banking services via information systems, such as: automated teller machines (ATMs), Internet banking, and telephone banking, in an effort to remain competitive as well as enhancing customer service. However, the acceptance of such banking information systems (BIS) in developing countries remains open. The classical Technology Acceptance Model (TAM) has been well validated over hundreds of studies in the past two decades. This study contributed to the extensive body of research of technology acceptance by attempting to validate the integration of trust and computer self-efficacy (CSE) constructs into the classical TAM model. Moreover, the key uniqueness of this work is in the context of BIS in a developing country, namely Jamaica. Based on structural equations modeling using data of 374 customers from three banks in Jamaica, this study results indicated that the classic TAM provided a better fit than the extended TAM with Trust and CSE. However, the results also indicated that trust is indeed a significant construct impacting both perceived usefulness and perceived ease-of-use. Additionally, test for gender differences indicated that across all study participants, only trust was found to be significantly different between male and female bank customers. Conclusions and recommendations for future research are also provided.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it