Information And Communication Technology Self-efficacy Research Articles

Impact of Organizational Support on Students’ Information and Communication Technology Self-Efficacy, Engagement, and Satisfaction in a Blended Learning Environment: An Empirical Study

Numerous studies on blended learning have mentioned the positive impact of social support on students’ attitudes and behaviors. However, organizational support is also crucial and should not be ignored. Therefore, this study examined the relationships between organizational support, information and communication technology (ICT) self-efficacy, student engagement, and student satisfaction in a blended learning environment. A questionnaire survey was conducted on 245 students in China and validated with the structural equation model (SEM). The results showed that organizational support positively predicted perceived usefulness (PU) but was not significantly associated with student engagement; student engagement was positively predicted by PU and ICT self-efficacy; student satisfaction was positively predicted by ICT self-efficacy and student engagement; ICT self-efficacy complete mediated engagement, with the proportion of the indirect effect being 95.78%, and student engagement complete mediated student satisfaction, with the proportion of the indirect effect being 53.85%. Guidelines were proposed for higher education institutions to provide organizational support, increase students’ ICT self-efficacy, and improve student engagement and satisfaction in blended learning via various programs.

Revisiting Gendered ICT Attitude and Self-Efficacy: A Study of Technical University Students in Ghana

The existence of gender differences in the use of information and communication technology (ICT) impedes the attainment of gender equality and female empowerment. It is therefore essential to provide up-to-date knowledge on the gender ICT divide given that insight into ICT use by gender is often limited and not regularly updated, particularly for low- and lower-middle-income countries. Consequently, this study investigated gender differences in ICT usage, self-efficacy, attitude, and anxiety among technical university students in Ghana. The study is based on primary data conveniently collected from 409 students in a 3-year Higher National Diploma awarding technical university in Ghana using a self-administered questionnaire. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and ordered logistic regression. Male students, compared to their female peers, reported frequent use of ICT, have a more confident and positive attitude, and are less anxious about the use of computers and their related applications. Access to computers and students’ level of study were related to attitude and perceived ICT self-efficacy. Policymakers and administrators of higher education institutions should implement interventions to improve female self-confidence and the use of computers and their applications.

An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh

Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning. Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge. Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives.

The Impact of Perceived Teacher IT Use on Information Literacy among Chinese Secondary School Students

This study was conducted to explore the relationship between secondary school students’ perceived teacher use of Information and Communication Technology (ICT) and their information literacy. The research used three scales to assess 502 students in vocational and technical schools in Shenzhen: The Information Technology Application Scale for Primary and Secondary School Teachers Scale, the ICT Self-Efficacy Scale, and the Information Literacy Scale for Secondary School Students Scale. The results indicated that male students had a significantly higher ability to share information than female students, and students’ perceived use of ICT for teaching and learning varied significantly based on the amount of time they spent using information devices. The study also found that teachers’ ICT self-efficacy, their use of ICT for student learning, and their collaboration with other teachers were positive predictors of students’ information literacy. On the other hand, teachers’ use of ICT for teaching and learning was a negative predictor of students’ information literacy. Additionally, the results showed that perceived ICT use had a positive and significant impact on students’ information literacy, and that perceived teacher ICT use had a positive and significant effect on ICT self-efficacy, which in turn

The influence of teacher support on vocational college students' information literacy: The mediating role of network perceived usefulness and information and communication technology self-efficacy.

This paper uses the network perceived usefulness scale, Information and Communication Technology (ICT) self-efficacy scale, teacher support questionnaire and higher vocational students' information literacy scale to explore the multiple intermediary functions of network perceived usefulness and ICT self-efficacy in teacher support and higher vocational students' information literacy from the perspective of multiple intermediary effects, and uses structural equation model for data modeling and analysis. The results show that the information literacy of higher vocational students is positively correlated with teacher support, usefulness of network perception and ICT self-efficacy. Teachers' support is positively correlated with ICT self-efficacy and network perceived usefulness, and network perceived usefulness and ICT self-efficacy play a significant mediating role between teachers' support and information literacy of higher vocational students. Based on the research results, some suggestions are put forward to guide teachers to help students clearly recognize the role of information technology, improve ICT self-efficacy, improve information literacy and better integrate into digital society.

Linking parental restrictive mediation to adolescents' science achievement: A social cognitive theory perspective

This cross-sectional study aimed to explore the influence of parental restrictive mediation on students' academic achievement and the mediating mechanisms behind this relationship. Grounded in social cognitive theory, this study investigated the relationship between restrictive mediation and students' science achievement and the mediating effects of Information and Communication Technology (ICT) self-efficacy and ICT use in learning. A total of 11,293 parent-child dyads participated in the current study. Parents completed a self-report questionnaire on restrictive mediation. Children completed self-report questionnaires of ICT self-efficacy and ICT use in learning and a paper-and-pencil science achievement test. Structural equation modelling indicated that restrictive mediation positively predicted students' science achievement. ICT self-efficacy and ICT use played multiple mediating roles in this association through three mediation pathways. These findings expand our understanding of restrictive mediation on children's development and draw attention to the role of ICT self-efficacy and ICT use in science learning. The practical implications concerning how parents could provide effective guidance on children's online use are discussed.

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching

This study analyzes the relationship between pre-service teachers’ information search and information evaluation literacy and their information and communication technology (ICT) self-efficacy in teaching. Theoretical analysis confirmed a direct relation between information literacy and pre-service teachers’ ICT self-efficacy in teaching. However, there is insufficient understanding regarding the effect that specific components of information literacy, i.e., information search and evaluation, have on teachers’ ICT self-efficacy in teaching. Data were collected using an online survey of students in teacher training programs who were engaged as research participants. The analysis disclosed that perceived information evaluation literacy has a more strongly expressed indirect impact on teachers’ ICT self-efficacy than a direct impact, while perceived information search literacy has a stronger direct impact on teachers’ ICT self-efficacy in teaching. Therefore, for teacher educators, it is important to develop a sufficient level of information literacy and ensure a positive experience with information search and evaluation, which are related to higher pre-service teachers’ ICT self-efficacy in teaching. This finding may help support calls for teacher training and/or professional development programs with a focus on information literacy, which might increase teachers’ ICT self-efficacy in teaching and improve ICT use in teaching.

Examining the health impact of elderly ICT use in China

ABSTRACT Information and communication technology (ICT) can play a prominent role in human development due to its significant health impact on elderly adults. Unlike previous research, which treats ICT use as a general concept, this study investigates two dimensions of ICT use (active and passive use), and it draws upon self-determination theory to explain the effects of ICT use on life satisfaction as well as health. Additionally, we explore the moderating effects of perceived isolation and ICT self-efficacy, on the relationship between ICT use and life satisfaction. We conducted a survey with 297 valid samples from elderly individuals in China to test our hypotheses. The results show that active ICT use can affect both life satisfaction and health status. We also found that, ICT self-efficacycan moderate the relationship between active/passive ICT use and life satisfaction. However, perceived isolation only moderates the relationship between passive ICT use and life satisfaction.

Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

The purpose of the study is to examine the moderating effect of age on gender differences in teachers’ self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura’s conceptualisation of self-efficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically non-existent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher’s ICT self-efficacy.

Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia

In PISA 2015, science was one of the major subjects investigated. Focusing on students science achievement and relevant influencing factors, this study comprehensively investigated the relationships between East Asian students' science achievement and their Information and Communication Technology (ICT) use in learning, ICT self-efficacy, motivational factors (i.e., enjoyment in science learning and instrumental motivation for learning science), and socioeconomic status using the PISA 2015 dataset. The data of six East Asian countries and regions was used. Student final weight and the 80 replicate weights were used to calculate unbiased estimates of population parameters and their corresponding standard errors. The synthesised results of structural equation modelling showed that students' ICT self-efficacy was positively related to their ICT use in learning, while ICT use in learning was negatively related to their science proficiency level. Enjoyment in science learning and instrumental motivation were positively related to their ICT use, but only enjoyment in science learning was positively and significantly related to science proficiency level. Socioeconomic status was highly related to students' science proficiency levels, but weakly related to their ICT use. These findings confirmed the adaptive roles of enjoyment in learning (compared to instrumental motivation) in Confucian heritage culture, and drew attention to the controversial roles of ICT use in educational settings.

Addressing elderly loneliness with ICT Use: the role of ICT self-efficacy and health consciousness

ABSTRACT With an increasing aging population worldwide, loneliness among elderly individuals has become a salient societal problem. Fortunately, the last decade has also witnessed an upsurge in information and communication technology (ICT), which is ubiquitously deployed and integrated into our daily lives, including the lives of elderly people. This research investigates the potential exploitation of well-developed ICT to mitigate loneliness among the elderly. Specifically, we examined the effects of two dimensions of ICT use: communication use and information use. Moreover, we examined the moderating effects of two relevant features in the elderly population, namely, ICT self-efficacy and health consciousness. We applied structural equation modeling (SEM) to evaluate survey data from mainland China comprising 436 effective responses from the elderly population. We find that ICT use has a positive effect on loneliness among the elderly, and our results support and deepen this understanding, indicating that ICT self-efficacy and health consciousness can moderate the relationship between ICT use and loneliness. Our findings suggest that ICT use plays a significant role in mitigating elderly loneliness. Moreover, it is also suggested that the characteristics of ICT self-efficacy and health consciousness for the elderly can influence the relationship between their ICT use and loneliness. This gives a more accurate description, as compared with the main findings in prior literature, that ICT can help mitigate loneliness in the elderly. Finally, by adopting social cognitive theory, our research explains the moderating effect of ICT self-efficacy and health consciousness between the use of ICT by the elderly and their loneliness.

An empirical study on the correlation between teacher efficacy and ICT infrastructure

PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries

In this digital era, information and communication technology (ICT) has become an essential component of school education. Students' self-efficacy in using ICT has been shown to contribute to their ICT literacy. However, research on the correlates of ICT self-efficacy has been insufficient, resulting in often oversimplified causal statements. This study investigated the relationship between adolescents' interest in ICT and their ICT self-efficacy at age fifteen based on data from 30 Organization for Economic Co-operation and Development (OECD) countries that participated in the Programme for International Student Assessment (PISA) 2015. Altogether, the participants include 201,652 students from 7708 schools, all of whom completed the ICT Familiarity Questionnaire. Data analysis was performed using multilevel mediation, with interest in ICT as the independent variable, perceived ICT competence at age fifteen as the dependent variable, and several ICT-related behavioral factors, including ICT use at school (USESCH), ICT use outside of school for schoolwork (HOMESCH), ICT use outside of school for leisure (ENTUSE), and ICT use in social interaction (SOIAICT), as the mediating variables. The results showed a significantly positive relationship between adolescents’ interest in ICT and their ICT self-efficacy at age fifteen and that this relationship was partially mediated by behavioral factors. ICT use at home and ICT use at school were not significant mediators for any of the 30 OECD countries while ICT use for recreation and ICT use for social interaction were significant for most countries. The practical implications of these findings are discussed, and suggestions are offered.

Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT

There has been an increasing concern on teachers’ adoption of information and communication technology (ICT) in their teaching practices. However, little has been explored about English as a second language (ESL) teachers’ ICT adoption. This study synthesizes the technology acceptance model (TAM), the value-expectancy theory, and a learning perspective to propose a model -for investigating ESL teachers’ continuance intention to use ICT in teaching. In the proposed model, motivational beliefs, ICT learning behaviors, facilitating conditions, and perceptions towards ICT use were put together to see how they worked together to influence continuance intention. Participants were 156 primary school ESL teachers in Hong Kong, who attended a teacher professional development program. Structural equation modeling showed that ICT self-efficacy and facilitating conditions were positively associated with continuance intention through perceptions (i.e. perceived ease of use and perceived usefulness). ICT anxiety had a negative effect, whereas interest had a positive effect on continuance intention. Growth mindset had a positive effect on continuance intention through learning of ICT (i.e. adaptive help seeking). Implications for teachers’ professional development programs are discussed.

Investigating Teenage Students’ Information Literacy in China: A Social Cognitive Theory Perspective

Based on social cognitive theory, this study aimed to examine the personal, behavioral, and environmental determinants of students’ information literacy in China. Participants in the study included 2127 students, 1432 parents, and 948 teachers. The research findings were as follows: (1) positive determinants were environmental influences from parents’ information and communication technology (ICT) usage and ICT interest, as well as teachers’ ICT self-efficacy and collaborative ICT usage; (2) students’ personal influences suggested that possessing higher levels of ICT self-efficacy or ICT interest was related to higher levels of information literacy; (3) students’ behavioral influences showed that in-school and out-of-school ICT usage did not significantly influence students’ overall information literacy level. Based on the findings, suggestions for improving students’ information literacy are presented.

Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.

Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers’ working days. However, among today’s teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers’ ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers’ self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers’ self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

Newly qualified teachers’ professional digital competence: implications for teacher education

The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers’ ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers’ ICT self-efficacy in ITE.

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test

Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (N = 2410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students' ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed.

Vocational School Students' Information and Communication Technology Self-Efficacy Beliefs and the Factors Affecting their Use of Such a Technology

The purpose of vocational schools (VSs) in Turkey, which offer two-year degree courses, is to provide the students who have completed a high school programme successfully with practical introductory experience in skilled trades such as computing, electronics, mechanics, carpentry, construction, field crops, and so on. Those who complete a two-year VS degree successfully are also entitled to take the national exam to access the associate degrees so that they can study further two years and get a four year degree diploma instead of a two-year one. In this study, vocational school (VS) students' (i.e., age 17/18 and above) information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at one of the colleges in the eastern part of Turkey were investigated in the spring of 2012. The study examined the VS students' (a) demographic background, (b) their ICT self-efficacy beliefs and (c) their ICT-using level in certain common programs. The VS students at four different departments (i.e., two-year degree courses) who were full-time were given the questionnaires to complete. 272 (N=272) participants completed them. The study was both quantitative and qualitative. The quantitative results were analysed with SPSS (i.e., descriptive statistics, ANOVA, Independent Samples Test). The qualitative data were analysed with examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results revealed that the participants were ICT literate and users. They had positive ICT self-efficacy beliefs and their level in certain common programs was good. There were also statistical differences between their (a) ICT self-efficacy beliefs and (b) ICT level in certain common programs in terms of the length of ICT-use, the frequency of ICT-use, the place of ICT-access, and gender. The findings were consistent with the models and theories of technology engagement (i.e., theory of technology acceptance, the theory of reasoned action, the decomposed theory of planned behaviour, and the unified theory of acceptance and use of technology), which recognise facilitating or inhibiting conditions. The implications are (1) to provide (free) full-access to ICT in terms of technology availability and efficient resources, (2) to provide free efficient ICT courses and (3) to integrate ICT into teaching/learning.

Tertiary Students' ICT Self-efficacy Beliefs and the Factors Affecting Their ICT-Use

This study looked at tertiary (i.e. undergraduate /a four-year degree) students' information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at a newly established (i.e. 2007) university in Turkey in the spring of 2012. The study examined the tertiary students' (a) demographic background, (b) their ICT self-efficacy beliefs and (c) their ICT-using level in certain common programs. The students at three different departments were given the questionnaires to complete. 363 participants completed them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. descriptive statistics, ANOVA, Independent Samples Test). The qualitative data were analysed by examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results revealed that the participants were ICT literate and users. They had positive ICT self-efficacy beliefs and their level in certain programs was good. There were also statistical differences between (a) their ICT self-efficacy beliefs and (b) ICT level in certain common programs in terms of different independent variables (i.e. the length of ICT-use, the place of ICT-access, the frequency of ICT-use, the type of the course they were attending, and gender). The findings are consistent with models and theories of technology engagement which recognise facilitating or inhibiting conditions. The implications are (1) to provide (free) full-access to ICT in terms of efficient resources and technology availability, (2) to provide (efficient) ICT courses and (3) to integrate ICT into teaching/learning.