Table 4 Discriminant validity test results using the Fornell-Larcker method.

From: Elucidating university students’ intentions to seek automated writing feedback from Grammarly: toward perceptual and systemic predictors

 

AUB

EE

FC

INT

IS

BI

PE

PINF

PSI

TF

WEL

AUB

0.897

          

EE

0.560***

0.837

         

FC

0.491***

0.681***

0.837

        

INT

0.493***

0.510***

0.376***

0.874

       

IS

0.653***

0.537***

0.418***

0.601***

0.858

      

BI

0.648***

0.591***

0.473***

0.586***

0.599***

0.876

     

PE

0.439***

0.669***

0.519***

0.418***

0.494***

0.574***

0.863

    

PINF

0.606***

0.509***

0.360***

0.529***

0.707***

0.586***

0.442***

0.862

   

PSI

0.587***

0.524***

0.338***

0.566***

0.634***

0.503***

0.417***

0.652***

0.847

  

TF

0.547***

0.512***

0.371***

0.688***

0.633***

0.658***

0.489***

0.546***

0.574***

0.859

 

WEL

0.446***

0.441***

0.326***

0.491***

0.505***

0.695***

0.481***

0.495***

0.406***

0.578***

0.889

  1. AUB actual use behavior, BI behavioral intentions, EE effort expectancy, FC facilitating conditions, INT interactivity, IS instructional support, PE performance expectancy, PINF peer influence, PSI personal investment, TF trust in feedback, WEL willingness for e-learning.
  2. ***p < 0.001.
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