Topic
Technological self-efficacy
About: Technological self-efficacy is a research topic. Over the lifetime, 22 publications have been published within this topic receiving 325 citations.
Papers
TL;DR: In this article, the authors examined the impact of self-efficacy on the performance and attitudes of telecommunications field service technicians whose jobs had undergone a major technological change and found that TSE was positively correlated with satisfaction, commitment, and work quality and quantity and was negatively correlated with absenteeism and tardiness.
Abstract: We examined the impact of self-efficacy (the belief in one's ability to successfully perform a task) on the performance and attitudes of telecommunications field service technicians whose jobs had undergone a major technological change. Two hundred five technicians responded to a survey measuring technological self-efficacy (TSE) and job attitudes, behaviors, and performance. TSE was positively correlated with satisfaction, commitment, and work quality and quantity and was negatively correlated with absenteeism and tardiness. Job focus and TSE interacted to predict withdrawal behaviors.
227 citations
TL;DR: The significance of learning motivation as a mediating mechanism illustrating relations between students’ perception of technology environments and their attitude toward technology-based self-directed learning was highlighted.
Abstract: This study explored the contribution of technology acceptance and technological self-efficacy to attitude toward technology-based self-directed learning in a sample of Chinese undergraduate students. The study also inquired into whether learning motivation mediated these associations. A total of 332 undergraduate students of college English course were enrolled to participate in questionnaires regarding their technology acceptance, technological self-efficacy, attitude toward technology-based self-directed learning, and learning motivation. Results indicated that students' technology acceptance and technological self-efficacy were related to their attitude toward technology-based self-directed learning. The findings also indicated that learning motivation mediated the relations of technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning. Specifically, students experiencing greater technology acceptance and technological self-efficacy showed higher attitude toward technology-based self-directed learning. This study highlighted the significance of learning motivation as a mediating mechanism illustrating relations between students' perception of technology environments and their attitude toward technology-based self-directed learning.
173 citations
24 Jun 2013
TL;DR: It is concluded that a curriculum that teaches computer science and computer programming through a series of activities that involve building and programming computational textiles increases students' comfort with, enjoyment of, and interest in working with electronics and programming.
Abstract: The field of computational textiles has shown promise as a domain for diversifying computer science culture by drawing a population with broad and non-traditional interests and backgrounds into creating technology. In this paper, we present a curriculum that teaches computer science and computer programming through a series of activities that involve building and programming computational textiles. We also describe two new technological tools, Modkit and the LilyPad ProtoSnap board, that support implementation of the curriculum. In 2011-12, we conducted three workshops to evaluate the impact of our curriculum and tools on students' technological self-efficacy. We conclude that our curriculum both draws a diverse population, and increases students' comfort with, enjoyment of, and interest in working with electronics and programming.
93 citations
TL;DR: In this paper, the authors used a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context.
Abstract: Teacher self-efficacy has long been researched in the context of face-to-face teaching, but it has received less attention with regard to online teaching. To address this gap, the current study utilized a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context. Exploratory factor analysis results from 486 senior high school English as a foreign language (EFL) teachers in China yielded a two-factor structure of teacher self-efficacy comprising instructional self-efficacy and technological self-efficacy. Across the sample, EFL teachers had moderate-to-high self-efficacy in general, and they showed higher levels of technological self-efficacy than instructional self-efficacy. The interview data also indicated a fluctuation in technological self-efficacy at the onset of livestream teaching compared to 1 month into livestream teaching. This study results offer some useful suggestions for enhancing teacher self-efficacy.
35 citations
TL;DR: The authors explored faculty responses to a survey about using technology to teach undergraduate nursing students and found that little is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education.
Abstract: AIMThis study explored faculty responses to a survey about using technology to teach undergraduate nursing students.BACKGROUNDLittle is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education.METHODA descriptive correlational design w
30 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 3 |
| 2020 | 3 |
| 2019 | 1 |
| 2018 | 1 |
| 2017 | 3 |
| 2016 | 1 |