The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies

Abstract

This study explored how preservice teachers' (PSTs) perceived self-efficacy beliefs for integrating information and communication technology (ICT) relate to their actual acquisition of ICT competencies directly and indirectly through their perceived use of online self-regulated learning (SRL) strategies. Participants included 204 PSTs enrolled in an undergraduate introductory educational technology course. A structural model was built to test the causal relations among ICT integration self-efficacy, combined SRL strategies, and ICT competencies. Additional analyses were conducted with six new structural models for testing each type of SRL strategy: goal setting; environmental structuring; task strategies; time management; help-seeking; self-evaluation. Results indicated that PSTs’ perceived ICT integration self-efficacy did not directly affect their ICT competencies but was mediated by their perceived use of goal-setting strategies. Also, ICT integration self-efficacy had a positive moderate direct effect on the combined SRL strategies and all single types of SRL strategies, except self-evaluative strategies. The report concludes with a discussion of implications and limitations.