There are a variety of technological advances which continue to impact learning both inside and outside the classroom. One of these technologies is electronic textbooks. Electronic textbooks are adopted and used for a variety of reasons. One is to facilitate learning by assisting students in fashions better suited to their learning styles. Another is driven by costs. The research presented examines students' attitudes regarding the use of electronic textbooks using a model grounded in social cognitive theory. The empirical study is based on 604 student responses to a questionnaire regarding their attitudes toward electronic textbooks. The results were produced using structural equation modeling and showed significant positive relationships between both students' self-efficacy and outcome expectancy/usefulness to students' attitudes toward electronic textbooks.
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