LAUSR

This paper presents the results of a study conducted in the University of Salamanca, on the behavioral intention of using mobile devices within the future teaching practice of pre-service primary education teachers. To this end we elaborated a technology adoption model based on the Technology Acceptance Model (TAM), to which we incorporated the constructs of self-efficacy and mobile anxiety. The study consisted of 678 participants from the Primary Education Teacher Bachelor's Degree at said university.The model was examined with the PLS-SEM technique. The analysis supported all the relational hypotheses proposed, and suggested that the stronger relationships were those established between perceived usefulness and behavioral intention, perceived ease of use and perceived usefulness, and self-efficacy and perceived ease of use.The multi-group analysis barely yielded any significant differences at a structural level controlling for gender and course year. However, we did find some significant differences between mean scores at an indicator level. The PLS-POS analysis of unobserved heterogeneity identified two groups with significant differences in their path coefficients. We used a TAM-based model to study pre-service teachers' intent to use mLearning.The model is expanded with the constructs self-efficacy and anxiety.The results of the model analysis through PLS-SEM supported all of the paths proposed.The MGA did not yield significant differences controlling for gender or course year.The PLS-POS analysis identified two groups with significant differences in all their paths.