View in EDS

Structural Equation Modeling based SmartPLS 3.0 Software in Measuring Psychological Empowerment and Readiness to Strengthen Structural Transformation.

Saved in:
Bibliographic Details
Title: Structural Equation Modeling based SmartPLS 3.0 Software in Measuring Psychological Empowerment and Readiness to Strengthen Structural Transformation.
Authors: Ayu, Rindang, Abdullah, Nurul-Azza, Wan Sulaiman, Wan Shahrazad, Bin Selamat, Mohd Nasir
Source: International Journal on Advanced Science, Engineering & Information Technology; 2024, Vol. 14 Issue 4, p1428-1433, 6p
Subject Terms: SELF-efficacy, STRUCTURAL equation modeling, CRONBACH'S alpha, STRUCTURAL dynamics, PSYCHOLOGICAL factors
Abstract: This study examines the effect of psychological empowerment as an antecedent factor and readiness to strengthen structural transformation. A total of 213 participants enrolled in higher institutions that have developed to become independent institutions, especially in financial support. The data processing procedure used SmartPLS 3.0 software and structural equation modeling (SEM). The outcomes of using structural equation modeling (SEM) aligned with established metrics, including Cronbach alpha, composite reliability, extracted mean-variance, and assessment standards for both structural models and measurements. This research found that psychological empowerment, encompassing meaning, skills, self-determination, and impact, positively influences lecturers' commitment to structural transformation. This supports previous research indicating that psychological empowerment significantly predicts structural commitment. Furthermore, the study reveals that psychological empowerment also enhances lecturers' willingness to change, which in turn strengthens their commitment to structural transformation. The findings underscore the pivotal role of willingness to transform as a mediator in this relationship, highlighting its importance in fostering structural resilience and adaptability. These insights contribute to understanding the dynamics of structural transformation readiness and commitment among academic staff, emphasizing the multifaceted impact of psychological empowerment in educational contexts and providing practical implications for educational institutions. [ABSTRACT FROM AUTHOR]
Copyright of International Journal on Advanced Science, Engineering & Information Technology is the property of INSIGHT - Indonesian Society for Knowledge & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Complementary Index
Description
Abstract:This study examines the effect of psychological empowerment as an antecedent factor and readiness to strengthen structural transformation. A total of 213 participants enrolled in higher institutions that have developed to become independent institutions, especially in financial support. The data processing procedure used SmartPLS 3.0 software and structural equation modeling (SEM). The outcomes of using structural equation modeling (SEM) aligned with established metrics, including Cronbach alpha, composite reliability, extracted mean-variance, and assessment standards for both structural models and measurements. This research found that psychological empowerment, encompassing meaning, skills, self-determination, and impact, positively influences lecturers' commitment to structural transformation. This supports previous research indicating that psychological empowerment significantly predicts structural commitment. Furthermore, the study reveals that psychological empowerment also enhances lecturers' willingness to change, which in turn strengthens their commitment to structural transformation. The findings underscore the pivotal role of willingness to transform as a mediator in this relationship, highlighting its importance in fostering structural resilience and adaptability. These insights contribute to understanding the dynamics of structural transformation readiness and commitment among academic staff, emphasizing the multifaceted impact of psychological empowerment in educational contexts and providing practical implications for educational institutions. [ABSTRACT FROM AUTHOR]
ISSN:20885334
DOI:10.18517/ijaseit.14.4.17494