Associations Between Emotional States, Self-Efficacy For and Attitude Towards Using Educational Technology

Abstract

The purpose of this study was to investigate the associations between alternative certification preservice teachers’ levels of depression, stress, educational technology anxiety, self-efficacy for educational technology, and attitude towards using technology in education to provide insight into the interplay between intrinsic factors affecting technology integration. Participants were 451 preservice teachers enrolled in the alternative certification program at a public university in the southwestern part of Turkey (N=451). Data were collected using the Educational Technology Standards Self-Efficacy Scale, Attitude towards Using Technology in Education Scale, Educational Technology Anxiety Scale, Perceived Stress Scale, and Beck’s Depression Inventory. In addition to descriptive techniques, Pearson’s product-moment correlation coefficient and multiple linear regression were used for data analysis. Findings revealed that preservice teachers suffer from stress, depression, and anxiety, even more so than other undergraduate students. Age did not correlate with any of the parameters. Stress and depression did not differ according to gender; however, females were more anxious about using educational technology. Additionally, findings indicated bidirectional and cyclical relationships between emotional states, self-efficacy, and attitude. Finally, using educational technology for instructional purposes and for secondary purposes such as classroom management were associated with different sets of self-efficacy beliefs, and attitudes. Findings of the research were discussed and suggestions were made.