نقش میانجی خودکارآمدی رایانه در رابطه بین پذیرش فناوری و یادگیری مادام‌العمر در معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم‌تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه پیام‌نور، تهران، ایران،

2 دانشیار گروه علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران

3 دانش آموخته گروه علوم‌تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه پیام‌نور، تهران، ایران

چکیده

پژوهش حاضر با هدف برازش مدل نقش میانجی خودکارآمدی رایانه در رابطه بین پذیرش فناوری و یادگیری مادام‌العمر در معلمان دوره ابتدایی انجام شد. از لحاظ هدف یک پژوهش توسعه‌ای است و از منظر گردآوری داده‌ها، توصیفی و از نوع همبستگی است که در آن از روش مدل معادلات ساختاری استفاده شد. جامعه آماری شامل کلیه معلمان دوره ابتدایی شهر کرمانشاه در سال تحصیلی 1403-1402 بود. جهت انتخاب اندازه نمونه براساس نرم‌افزار جی پاور و با توجه به روش پژوهش و اندازه اثر 222 نفر از معلمان دوره ابتدایی شهر کرمانشاه به‌عنوان نمونه براساس روش نمونه‌گیری در دسترس انتخاب شدند و به پرسشنامه‌های پذیرش فناوری اطلاعات نیک‌پی مطلق (1400)، پرسشنامه خودکارآمدی رایانه مورفی و همکاران (1989) و پرسشنامه یادگیری مادام‌العمر لی و تسای (2007) به‌صورت مجازی پاسخ دادند. برای تجزیه و تحلیل داده‌ها با استفاده از شاخص‌های آمار توصیفی شامل میانگین و انحراف استاندارد و آمار استنباطی شامل آزمون همبستگی پیرسون و مدل‌یابی معادلات ساختاری و از طریق نرم‌افزارهای SPSS-26 و اسمارت PLS Smart استفاده شد. یافته‌ها نشان داد رابطه بین پذیرش فناوری بر یادگیری مادام‌العمر ازنظر آماری مثبت و معنی‌دار است. رابطه پذیرش فناوری بر خودکارآمدی رایانه از نظر آماری مثبت و معنی‌دار است. خودکارآمدی رایانه بر یادگیری مادام‌العمر رابطه معنی‌دار دارد. همچنین رابطه غیرمستقیم پذیرش فناوری بر یادگیری مادام‌العمر با نقش میانجیگری خودکارآمدی رایانه معنی‌دار می‌باشد. نتایج به دست آمده از پژوهش نشان داد، مدل مفهومی یادگیری مادام‌العمر براساس پذیرش فناوری با نقش واسطه‌ای خودکارآمدی رایانه با مدل تجربی برازش دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The Mediating Role of Computer Self-Efficacy in the Relationship between Technology Acceptance and Lifelong Learning in Elementary School Teachers

نویسندگان [English]

  • ALI Abdi 1
  • Faramarz Soheili 2
  • Somayeh Ghahramani 3
1 Associated Professor, Department of Educational Science, Faculty of Educational Science and Psychology, Payame Noor University, Tehran, Iran
2 Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran.
3 M. A., Department of Educational Sciences, Faculty of Educational Science and Psychology, Payame Noor University
چکیده [English]

The present study aimed to fit the mediating role model of computer self-efficacy inthe relationship between technology acceptance and lifelong learning in elementary school teachers. The research is developmental research in terms of its purpose and descriptive and correlational in terms of data collection, in which the structural equation model method was used. (SEM). The statistical population included all the teachers of the beginning of Kermanshah city in the academic year of 2023-2024. In order to select the sample size based on the JPower software and according to the research method and effect size, 222 primary school teachers in Kermanshah were selected as a sample based on the available sampling method and followed the information technology acceptance questionnaires. Absolute (2021), Murphy et al.'s computer self-efficacy questionnaire (1989) and Lee and Tsai's lifelong learning questionnaire (2007) answered virtually. For data analysis, descriptive statistics including mean and standard deviation and inferential statistics including Pearson's correlation test and structural equation modeling were used through SPSS-26 and Smart PLS software. The findings showed that the effect of technology acceptance on lifelong learning is statistically positive and significant. The effect of technology acceptance on computer self-efficacy is statistically positive and significant. Computer self-efficacy has a significant effect on lifelong learning. Also, the indirect effect of technology acceptance on lifelong learning with the mediating role of computer self-efficacy is significant. The results obtained from the research showed that the conceptual model of lifelong learning based on technology acceptance with the mediating role of technological self-effcacay fits with the empirical model.

کلیدواژه‌ها [English]

  • Technology Acceptance
  • Lifelong learning
  • Computer Self-Efficacy
  • Elementary School Teachers
An, Z.J.; Wang, C.; Li, S.Y.; Gan, Z.D.; Li, H. (2022). Technology-Assisted Self-Regulated English Language Learning: Associations with English Language Self-Efficacy, English Enjoyment, and Learning Outcomes. Front. Psychol, 11, 34–51. https://doi.org/10.3389/fpsyg.2020.558466
Bahadır, A. (2020). Öğretmenlerin teknoloji entegrasyonuna ilişkin öz yeterlik algıları, iş doyumu düzeyleri ve yaşam boyu öğrenme eğilimleri arasındaki ilişkinin incelenmesi (Yüksek Lisans Tezi). Bahçeşehir Üniversitesi: İstanbul
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Cabezas, S. y C. (2018). Social Educators: a study of digital competence from a gender differences perspective. Croat. J. Educ., 20 (1) 1-32. https://doi.org/10.15516/cje.v20i1.2632
Chiu, C. H., Wang, C. H., & Wu, H. K. (2023). Adaptability in Learning: Enhancing Lifelong Learning Skills through Technology. Educational Studies in Mathematics, 112(1), 145-161.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (2023). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 69(1), 25-40.
Dawson, S. (2023). Data-Driven Learning: Leveraging Analytics for Education Improvement. Education and Information Technologies, 28(1), 85-99.
Fonseca, D.; Marti, N.; Redondo, E.; Navarro, I.; Sanchez, A. (2014). Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models. Comput. Hum. Behav. 31, 434-445.
Garipagaoglu, B.C. (2013). The effect of self-efficacy on the lifelong learning tendencies of Computer Education and Instructional Technologies pre-service teachers: A case study. International Journal of Human Sciences. (10)1, 224-236
Garzón-Artacho, E., Sola-Martínez, T., Romero-Rodríguez, J. M., & Gómez-García, G. (2021). Teachers' perceptions of digital competence at the lifelong learning stage. Heliyon, 7(7), e07513. doi: 10.1016/j.heliyon.2021.e07513
Hammer, E., Nikolitsa-Winter, C., Stepanek Lockhart, A. (2023). Confronting Nationalist Tendencies: The Role of Citizenship Education, Media Literacy and Lifelong Learning in Supporting Democracy. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19592-1_59
Inozu, J., Sahinkarakas, S., and Yumru, H. (2010). The nature of language learning experiences beyond the classroom and its learning outcomes. US-China Foreign Language. 8, 14–21. 
kats, K. (2023). The Impact of Digital Learning on Accessibility and Equity. Journal of Educational Technology, 15(2), 123-140.
Keller, J. M., & Yamauchi, Y. (2023). Personalized Learning: Leveraging Technology for Lifelong Learning. Journal of Educational Psychology, 115(3), 345-360.
Kent, A. M, & Giles, R. M (2017). Pre-service teachers’ technology self-efficacy. Southeastern Regional Association for Teacher Educators, 26(1). 9-20.
Kozikoğlu, İ., & Altunova, N. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine ilişkin öz-yeterlik algılarının yaşam boyu öğrenme eğilimlerini yordama gücü. Yükseköğretim ve Bilim Dergisi, 3, 522-531. https://dergipark.org.tr/en/pub/higheredusci/issue/61497/918242
Lai, C., and Gu, M. Y. (2011). Self-regulated out-of-class language learning with technology. Comput. Assist. Lang. Learn. 24, 317–335. doi: 10.1080/09588221.2011.568417
Lee, J., & Hong, K. (2020). The importance of lifelong learning in enhancing individual competency and adaptability: A perspective from the adult education field. Adult Education Quarterly70(3), 215-231. https://doi.org/10.1177/0741713619851259
Li, A., & Tsai, C. (2007). An Indicator System for Adult Lifelong Learning Literacy: The Journal of Human Resource and Adult Learning, 3: 61-69.
Loderer, K.; Pekrun, R.; Lester, J.C. (2018). Beyond cold technology: A systematic review and meta-analysis on emotions in technologybased learning environments. Learn. Instruct, 70, 2–12. https://doi.org/10.1016/j.learninstruc.2018.08.002
Murphy, C. A., Coover, D., & Owen, S.V. (1989). Development and validation of the computer self-efficacy scale. Educational and psychological measurement, 49(4), 893-899.
Özoğlu, C. (2019). Öğretmen adaylarının yaşam boyu öğrenme eğilimlerinin dijital okuryazarlıkları ile ilişkisi (Anadolu Üniversitesi Eğitim Fakültesi örneği) (Yüksek Lisans Tezi). Anadolu Üniversitesi: Eskişehir
Pan, X. (2020). Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning Motivation as a Mediator. Front. Psychol, 11, 68–78. https://doi.org/10.3389/fpsyg.2020.564294
Sapieva, M., Tynybayeva, M., Zhumabaeva, Z., Suleimenova, G., & Murzakulov, S. (2023). Investigation of primary school teachers' lifelong learning dispositions and technological co), 11(4), 999-1015. https://doi.org/10.46328/ijemst.3522
Thwe, W. P., Kálmán, A. (2024). Lifelong Learning in the Educational Setting: A Systematic Literature Review. Asia-Pacific Edu Res, 33,   407–417
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2023). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478.
Wang, C. H.; Shannon, D. M.; Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technological self-efficacy, and course outcomes in online learning. Distance Educ, 34, 302–323. https://doi.org/10.1080/01587919.2013.835779
Wang, F., & O'Neill, S. (2023). Personalized Learning Through AI: Opportunities and Challenges. Computers & Education, 127(1), 155-169.
World Economic Forum (2018). The Future of Jobs Report 2018 World Economic Forum, Geneva.
Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2010). Can e-learning replace classroom learning?. Communications of the ACM, 53(12), 140-144.
  • تاریخ دریافت: 20 بهمن 1403
  • تاریخ بازنگری: 22 تیر 1404
  • تاریخ پذیرش: 09 مرداد 1404
  • تاریخ اولین انتشار: 13 مرداد 1404
  • تاریخ انتشار: 01 مهر 1405