ICT Self-efficacy Research Articles

Testing Measurement Invariance using Multi-group Latent Class Analysis: A Cross-National Study of ICT Self-Efficacy

Testing Measurement Invariance using Multi-group Latent Class Analysis: A Cross-National Study of ICT Self-Efficacy

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

This study investigated factors influencing digital competence among Vietnamese preservice EFL teachers, focusing on ICT self-efficacy, collegial collaboration, and infrastructural support. Employing a quantitative research design, data were collected from 183 final-year EFL preservice teachers across various Vietnamese universities using validated scales. Structural equation modeling was utilized to examine the relationships between variables. Results validated a four-factor model comprising digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support. ICT self-efficacy emerged as a strong predictor of digital competence (β = 0.43, p < .001), collegial collaboration (β = 0.81, p < .001), and infrastructural support (β = 0.57, p < .001). Collegial collaboration (β = 0.43, p < .001) and infrastructural support (β = 0.09, p < .05) also positively related to digital competence. The model explained 78% of the variance in digital competence. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environments in EFL teacher preparation programs, contributing to the development of evidence-based strategies for enhancing digital competence in preservice teacher education.

The Examination Affecting ICT Self-Efficacy and Online Information Practices via Structural Equation Modeling: PISA 2022 Türkiye Sample

In this study, it is aimed to examine the relationship between ICT self-efficacy perceptions and online information practices in PISA 2022 student questionnaire and ICT related factors A predictive correlational research design was preferred to examine the variables predicting students' self-efficacy perceptions and online information practices towards information and communication technologies. PISA 2022 Türkiye data was used in the study. Research data was obtained from 8 data collection tools that were indexed by OECD and converted into 6 variables. Structural equation model was established with this data and MLR was used as the estimation method. In the tested structural equation model, the RMSEA value was calculated as .04, SRMR as .02, CFI as .99 and TLI as .96. As a result of the analysis, all path coefficients were significant and the values of the fit indices indicated perfect fit.

Acceptance of Educational Use of AI Chatbots in the Context of Self-Directed Learning with Technology and ICT Self-Efficacy of Undergraduate Students

For long now, the use of Artificial Intelligence (AI) chatbots in higher education to support and engage learners in classroom learning activities has been attracting the attention of researchers. The acceptance of this technology for learning purposes is indicative of learners’ intentions and actual use in the future. Hence, this study aims to test the educational use of AI chatbots in the context of self-directed learning with technology (SDLT) along with information and communication technology (ICT) self-efficacy, using the extended Technology Acceptance Model (TAM). The study involved 414 undergraduate students, and the research model was tested by utilizing the Partial Least Square Structural Equation Model (PLS-SEM). The results indicate that ICT self-efficacy affects only the perceived ease of use (PEU), whereas PEU and perceived usefulness have a positive effect on the intention to use AI chatbots. Moreover, SDLT is shown to affect both the intention and the actual use of AI chatbots. As such, it is suggested – among other notes – that universities update their curricula and activities to support SDLT, and also organize activities in order to increase ICT self-efficacy among students.

Factors Influencing University Teachers’ Technological Integration

The extent and effectiveness of digitalization are influenced by a variety of factors, which are worth studying both separately and together, looking at how they affect each other. Typically, researched aspects in the context of education are institutional support, teachers’ beliefs about using digital tools, digital competence in teaching, technostress, self-efficacy, and the extent of digital tool use. The present study aims to center around the final aspect. It examines the separate influencing factors of information and communications technology (hereafter, ICT) use within a complex model, with the help of partial least squares structural equation modeling. The study was based on a survey of university lecturers (n = 116) at a university in Hungary that has six different training locations and five faculties. It was conducted by using an online questionnaire. To summarize the identified correlations, it can be concluded that digital competence in teaching, collegial support, ICT self-efficacy and ICT perception play a significant role in the use of technology. The effects detailed in the results can contribute to the effective digitalization of higher education institutions in several practical ways.

Understanding teacher ICT usage: Insights from ICILS 2018 Korea data

Encouraging the integration of ICT in educational settings remains a significant challenge globally. However, successful enactment is still limited, and more understanding is essential. The International Computer and Information Literacy Study (ICILS) 2018 was conducted to address this challenge systematically. This study focused on exploring the factors influencing teachers' utilization of technology, employing the Republic of Korea data from ICILS 2018as a pilot study. Grounded on the Cognitive Behavioral Theory (CBT) and Technology Acceptance Model (TAM), a three-layer model – comprising external factors, internal factors, and action layers – was formulated to predict teachers' technology usage and verified by using constructs from ICILS 2018. The external factors layer encompassed professional development, school ICT resources, and teachers' collaboration, while the internal factors layer included teachers' experience, ICT self-efficacy, emphasis on ICT and coding tasks in classrooms, and perceptions regarding ICT usage. Within the action layer were constructs measuring the use of ICT for teaching practices, digital learning tools, and general utility software. Partial Least Squares Structural Equation Modeling was used to evaluate the model. The findings strengthen both foundational theories. Specifically, the findings highlighted significant total effects from constructs in the external and internal factors layers on constructs in the action layer. In other words, the three-layer model can successfully explain the influential factors impacting teachers' usage of ICT, including specific causes and effects information. Beyond offering empirical evidence for theoretical frameworks, this study identified specific factors influencing technology usage among teachers and outlined potential pathways for changes in teachers’ practices affecting technology utilization. Further research is essential to delve into causal relationships and validate the model via empirical evidence.

The Influence of Entrepreneurial Knowledge and ICT Self Efficacy on Technopreneurial Intention Mediated Entrepreneurial Motivation

Indonesia's jobless rate is highest among graduates with vocational training. One of these is purportedly because pupils still have poor technologically preeminent intentions even when they are enrolled in vocational school. The purpose of this study is to ascertain how entrepreneurial motivation, through a mediation of entrepreneurship knowledge and ICT self-efficacy, affects students' technoprenuerial intention at the SMK TJKT Department in Wonosobo Regency. This study uses a quantitative technique and is verifiable descriptive in nature. Propotional random sampling is the method used for sampling. Methods of gathering data that include questionnaires for ICT factors including self-efficacy, technopreneurial intention, and entrepreneurial motivation, as well as tests for entrepreneurial knowledge variables. The path analysis technique is the data analysis method that is employed. The study's findings indicate that: 1) Students' motivation to pursue entrepreneurship is positively and significantly influenced by their entrepreneurial expertise. 2) ICT self-efficacy positively and significantly affects students' motivation to pursue entrepreneurship. 3) Technopreneurial intention is positively and significantly influenced by entrepreneurial knowledge. 4) Technopreneurial intention is positively and significantly impacted by ICT self-efficacy. 5) Students' entrepreneurial motivation has a positive and significant impact on their intention to become technopreneurials. 6) Students' entrepreneurial motivation acts as a mediating factor between the positive and significant influence of entrepreneurial knowledge on technopreneurial intention. 7) ICT self-efficacy has a favorable and significant impact on technopreneurial intention, which is mediated by students' entrepreneurial motivation.

How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports

Although the home environment is considered as a key factor in the acquisition of children's ICT literacy, only few studies have examined the relationship between ICT-related parental beliefs and practices and children's ICT literacy. Moreover, most of these studies, predominantly based on the construct of parental mediation, use self-assessments which are not considered valid indicators of actual ICT literacy. By investigating different aspects of a digital home learning environment, we extended prior research by (a) using an objective test of ICT literacy to examine this question. In addition, (b) we included children's ICT self-efficacy as a second outcome variable, which is an important motivational variable for self-directed and lifelong learning, and (c) to gain a comprehensive understanding of ICT-related parental beliefs and practices, both adolescent and parent perspectives were considered and examined for their predictive power. Using data from 422 children (aged between 11 and 14 years) and their parents, adolescent and parent reports showed medium correlations. The results show that parental ICT values (beliefs about the importance of being able to work with ICT) positively predict ICT literacy while monitoring/supervision (e.g., controlling children's online activities) negatively predicts ICT literacy. According to predictive power, after controlling for gender and students’ educational level, adolescent reports predicted ICT self-efficacy (27%) better than parent reports (9%), while the opposite was found for ICT literacy (adolescents: 8%; parents: 18%).

The Mediating Role of Self-Directed learning and E-Learning Readiness in Relationship between ICT self-efficacy and Student Engagement

The present study was aimed to explore the role of ICT self-efficacy and self-directed learning in e-learning readiness and student engagement among middle and late adolescents. Convenient sampling was used to collect data from students in schools, colleges, and universities located in Islamabad and Rawalpindi. The total sample comprised of (N=300) students with both boys (n=144) and girls (n=156) in the age range of 15 to 21. This study used several scales to examine the relationship between ICT self-efficacy, self-directed learning with technology, e-learning readiness, and student engagement. The results showed that ICT- SE was positively correlated with self-directed learning, e-learning readiness and student engagement. The study found that self-directed learning and e-learning readiness played a mediating role in the relationship between ICT self-efficacy and student engagement. These findings could be useful for policymakers and educators to promote adolescents' engagement in e-learning environments.

The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context

The present study intended to examine the relationship between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t-test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement; (2) students’ ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement; (3) students’ ICT self-efficacies differed by sex and level of education, but not by major; (4) students’ sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students’ ICT self-efficacy positively impacts students’ online English learning, and perceived teacher support also affects students’ learning engagement. School administrators should encourage teachers to focus on students’ online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end.

The Role of ICT Self-Efficacy as Moderator in Relationship between Self-Directed Learning, with E-Learning Readiness and Student Engagement

The COVID-19 pandemic forced institutions and organizations to adopt remote work policies, leading to numerous challenges for individuals, especially students. Thus, it is vital to examine the e-learning environment and the factors influencing the e-learning process to better comprehend and address the challenges students face in this context. Objectives: To explore the moderating role of ICT-SE in the relationship between SDL, ELR, and SE among adolescents. Methods: A convenience sampling technique was employed to select a sample of 300 school, college, and university students aged 15 to 21 years, including both boys and girls, from Rawalpindi and Islamabad. Reliable measures were used to collect data on the variables studied, including ICT self-efficacy, self-directed learning, e-learning readiness, and student engagement. Results: The study's findings revealed a positive correlation between self-directed learning, e-learning readiness, and student engagement. Additionally, e-learning readiness and student engagement exhibited a significant positive correlation. The study also discovered that ICT self-efficacy significantly moderated connection among self-directed learning and e-learning readiness, as well as between self-directed learning and student engagement. Conclusions: The study's findings suggest that promoting students' self-directed learning and e-learning readiness may result in improved engagement in e-learning environments. The study also emphasizes the significance of ICT self-efficacy in strengthening the relationship between SDL and SE. These results have implications for enhancing e-learning quality in Pakistani educational institutions by focusing on these factors.

Usage of ICT in relation to self-efficacy among secondary school teachers

One of the most striking features of ICTs is their ability to transcend time and space. With the gradual rise of internet, a profusion of learning resources on virtually any topic and in a variety of mediums may now be accessed by an infinite number of individuals from anywhere and at any time of the day. This is especially important for many secondary schools in underdeveloped nations, where library resources are scarce and obsolete. The present study was undertaken to explore the Usage of ICT in relation to Self-Efficacy among secondary school teachers. The investigator collected data from 76 teachers of private and 45 teachers teaching in government secondary schools of Varanasi. Two sets of questionnaires consisting of usage of ICT and self-efficacy based on the Five-point Likert Scale were used to collect data from the secondary school teachers in Varanasi. Percentage analysis was used to explore the levels of self-efficacy and ICT usage among secondary school teachers. Furthermore, product-moment correlation and t-test were employed to find out the relationship and significant differences between ICT usage and self-efficacy between private and government secondary school teachers of Varanasi city. The findings of the study revealed that the majority of secondary school teachers came under the category of average level of ICT usage and Self-Efficacy. The study also revealed that there was a significant relationship between high and average levels of ICT usage and the self-efficacy of secondary school teachers. The study also revealed that there was a significant difference in the ICT usage and self-efficacy of government and private secondary school teachers.

Exploring the factors influencing online civic engagement in a smart city: The mediating roles of ICT self-efficacy and commitment to community

This paper examines the effect of smart city service quality on online civic engagement. Smart cities are reconceptualized as smart social substances forming the basis of social interactions in which citizens themselves are involved in negotiating human–computer interactions in the processes of social learning, negotiating and adapting to ICT devices, and prompting behavior change to achieve the desired condition in the cities. In this study, responses from 548 citizens living in China in an online questionnaire are examined using a structural equation modeling technique for data analysis, and a theoretical model is proposed based on social learning theory. The results reveal that high-quality responsiveness and information content of a digital learning service have a significant positive effect on commitment to community and ICT self-efficacy. Additionally, we find that commitment to community and ICT self-efficacy have a significant positive effect on online civic engagement. Moreover, commitment to community mediates the effect of information content, responsiveness, and environment quality on online civic engagement. Our research findings suggest that, in their efforts to improve online civic engagement, smart city implementation practitioners can enhance citizens’ individual commitment to community and foster ICT self-efficacy via high-quality ICT devices and digital learning services.

Association between Frequency or Confidence of ICT Devices Utilization and Self-efficacy of Neighborhood Watch or Frequency of Home Visits for Older Adults among Local Volunteers

Association between Frequency or Confidence of ICT Devices Utilization and Self-efficacy of Neighborhood Watch or Frequency of Home Visits for Older Adults among Local Volunteers

Relationship between Mastery Goal Orientation and ICT Use Outside School: Moderation Role of ICT Self-efficacy

Relationship between Mastery Goal Orientation and ICT Use Outside School: Moderation Role of ICT Self-efficacy

Multiple facets of self-rated digital competencies of pre-service teachers: A pilot study on the nomological network, empirical structure, and gender differences

IntroductionSelf-efficacy is an important predictor of teaching behavior. Within several research traditions (TPACK framework, school achievement tests), different ICT self-efficacy scales have been developed. The empirical structure of existing questionnaires has frequently been researched and discussed within the TPACK framework. However, for teacher ICT self-efficacy, non-instructional aspects as well as alternative instruments have rarely been investigated and compared to standard TPACK self-report scales.MethodsIn this study, we administer two sets of non-subject-specific ICT scales to a group of pre-service teachers (N = 165). We investigate the empirical structure using structural equation modeling.ResultsFor both scales, the results show that instructional ICT self-efficacy forms a separate factor. For the remaining items, item difficulty and content drive further divisions. Further, more specific item formulations resulted in a higher range of scale means. Additionally, we find gender differences only on some non-instructional scales.DiscussionResults confirm that the distinction between instructional vs. non-instructional ICT self-efficacy is important when developing or using questionnaires for pre-service teachers. Results also indicate that the usage of more specific task-related items is a promising alternative to general TPACK items.

Effects of Gender and Age on the Level of Students’ ICT Self-Efficacy, Self-Directed Learning, E-Learning Readiness, and Engagement

The goal of this study was to look into the effects of gender and age on students’ ICT self-efficacy ( ICT-SE), self-directed learning (SDL) e-learning readiness (ELR) ,engagement (SE) among middle and late teens. Using an easy sample technique, data was obtained from students at various schools, colleges, and universities in Rawalpindi and Islamabad. The total sample size was 300 students, with 144 boys (n=144) and 156 girls (n=156) ranging in age from 15 to 21. ICT self-efficacy scale (ICTSES; Alahakoon &amp; Somaratne, 2020), Self-directed learning with technology scale (SDLTS; Teo et al., 2010), E-learning readiness scale (ELRS; Alem et al., 2016), and Student engagement scale (SES; Lee, Song, &amp; Hong, 2019) were used in the current study consent form along with demographic information sheet. Male students had a high degree of ICT self-efficacy, whereas no significant gender differences were seen on the SDL, ELR, or SE. Furthermore, when compared to middle adolescents, late adolescents scored much higher on SDL, ELR, and SE.

Librarians self-efficacy in ICT-based library operations and services: A survey of librarians working in libraries of Aligarh Muslim University Library System

This study aimed to determine the level of ICT self-efficacy among librarians working in the Libraries of Aligarh Muslim University Library System (AMULS). A structured questionnaire was used to conduct a quantitative survey. One of the researchers visited the Maulana Azad Library, Faculty and College Libraries, Departmental and Seminar Libraries, and School Libraries and distributed the questionnaire to librarians. On the other hand, librarians of the AMU regional centers’ libraries were contacted through email to complete the survey form. Of the 123 questionnaires distributed to the librarians, 102 questionnaires were received with an 82.9% response rate. Librarians mostly view ICT as having a positive impact on library operations and services. The majority of librarians are skilled in using basic ICT applications. However, they lack the necessary skills to manage ICT-based library operations and services. Inadequate ICT application training and a lack of ICT infrastructure were cited as significant barriers to librarians obtaining ICT skills. This is the first study to examine ICT self-efficacy among librarians in an Indian university. Its findings could aid in the development of strategies for integrating new technologies into libraries.

ICT Self-Efficacy, Organizational Support, Attitudes, and the Use of Blended Learning: An Exploratory Study Based on English Teachers in Basic Education.

The study aims to build a model that predicts the behavior of the use of blended learning by English teachers of basic education in China in the environment of repeated lockdowns during the COVID-19 pandemic. It examines the relationships between ICT self-efficacy, organizational support for blended learning, attitudes toward blended learning, and the use of blended learning. Data were collected from 562 teachers using a survey questionnaire. Employing partial least squares structural equation modeling (PLS-SEM), a hypothesized model was tested for path coefficients and predictive power. This study found that ICT self-efficacy and organizational support for blended learning are sound predictors of teachers' use of blended learning and that the former appeared to be a stronger determinant. In addition, attitudes toward blended learning can directly influence teachers' use of blended learning and mediate the relationship between ICT efficacy and the use of blended learning and between organizational support for blended learning and the use of blended learning. These three variables account for 54.7% of the variance in teachers' use of blended learning.