Examining preservice teachers' levels of self-efficacy perceptions regarding Web
| Autor: | Bulent Basaran, Murat Yalman |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Self-efficacy
education.field_of_study business.industry media_common.quotation_subject 05 social sciences Distance education Population 050301 education 050109 social psychology Academic achievement Structural equation modeling Computer Science Applications Education Perception Mathematics education 0501 psychology and cognitive sciences The Internet Path analysis (statistics) business Psychology education 0503 education media_common |
| Zdroj: | The International Journal of Information and Learning Technology. 37:153-178 |
| ISSN: | 2056-4880 |
| DOI: | 10.1108/ijilt-11-2019-0105 |
| Popis: | PurposeThis study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI).Design/methodology/approachIn the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur.FindingsIt was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (β = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (β = 0.534).Originality/valueIn the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades. |
| Databáze: | OpenAIRE |
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