Factors influence on usage of e-wallets among millennials in the Sri Lankan context

Purpose: Developments in financial technologies, new government efforts, and the worldwide unusual situation, it has resulted in a considerable increase in cashless transactions in recent years. The current empirical study sought to investigate the factors influencing behavioural intention of e-wallet usage. Design/methodology/approach: The study's population comprised Millennials in Sri Lanka, and the convenience sample method has been employed. The current study employs a quantitative technique to collect the relevant data in the form of an online survey. There were 600 questionnaires distributed in total among the target population using a Google Form. Out of the total respondents, 558 with a response rate of 93%, 398 used e-wallets, and 162 were non-users. Data collected were analyzed using descriptive, correlation, and regression models. Findings: According to the findings of the survey, the most compelling reason for using e-wallets is their Perceived Usefulness. It explored that there are significant strong relationships between the Perceived usefulness of e-wallet, Perceived ease of use, Privacy, and security of e-wallet study variables. Furthermore, the survey emphasized that the Behavior Intention to Use E-Wallets is the most important aspect that Millennials perceive when it comes to e-wallet usage.   Originality: This is one of the first studies in e-wallet literature, that explores the pivotal role of privacy and security in the usage of e-wallet services in the context of Sri Lanka where most studies considered the TAM model merely. In reality, this research will be useful to e-wallet providers who want to learn more about why consumers use e-wallets both during and following the COVID-19 epidemic. As a result, they're devising strategies to assist themselves to achieve their goal of replacing traditional methods of payment with e-wallets. Implications: This study's findings have several ramifications for the advancement and improvement of e-wallet services in Sri Lanka. Based on its results, this study presents a few recommendations for the upcoming expansion of e-wallet service providers. Keywords: Perceived usefulness of e-wallet, Perceived ease of use, Privacy and, security of e-wallet, Behavioural intention to use an e-wallet, e-wallet usag

The Effect of Environment Knowledge and Pro-Environment Psychological Climate on Environmental Citizenship Behaviour: The Mediating Role of Environmental Commitment

The purpose of this study is to investigate the impact of environmental knowledge and proenvironmental psychological climate on environmental citizenship behaviour with the mediating effect of environmental commitment. The primary data were collected from 177 employees of five selected commercial banks in the Batticaloa Region of Sri Lanka through self-reported questionnaires and analyzed by using univariate, bivariate, and multi-step mediational analyses. The findings of this study highlighted that environmental knowledge, pro-environmental psychological climate, environmental citizenship behaviour, and environmental commitment are at high levels among the surveyed banks. In addition, the findings discovered that there are positive and significant relationships existing among environmental knowledge, pro-environmental psychological climate, environmentalcommitment, and environmental citizenship behaviour of employees. Moreover, the mediating analysis revealed that environmental commitment partially mediates the relationship between environmental knowledge and environmental citizenship behaviour as well as the pro-environmental psychological climate-environmental citizenship behaviour linkage. This study has significant implications for managers who want to promote environmental citizenship behaviours, as they can benefit from improving the environmental knowledge of employees and developing a pro-environmental psychological climate in theirorganizational context. Key Words: Environmental Commitment, Environmental Citizenship Behaviour, Environmental Knowledge, Pro-environmental Psychological Climat

Investigation of Finnish and German 9th grade students’ personal meaning with relation to mathematics

This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups’ (FIN and GER) responses. Indicators of educational system and curriculum could be found in students’ responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students (Support by teacher, Experience of relatedness, and Emotional-affective relation to teacher). In addition, it is personally meaningful for Finnish students to do well in mathematics. This shows a link to identity-related questions such as confirming important aspects of the self. Hence, personal meanings related to mathematics are more common in Finland than in Germany (Active practice of mathematics, Cognitive challenge, and Self-perfection). Neruja Suriakumaran1, Markku S. Hannula2 and Maike Vollstedt1This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups’ (FIN and GER) responses. Indicators of educational system and curriculum could be found in students’ responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students (Support by teacher, Experience of relatedness, and Emotional-affective relation to teacher). In addition, it is personally meaningful for Finnish students to do well in mathematics. This shows a link to identity-related questions such as confirming important aspects of the self. Hence, personal meanings related to mathematics are more common in Finland than in Germany (Active practice of mathematics, Cognitive challenge, and Self-perfection).Peer reviewe