Both self-efficacy and utility-value predict task-general teaching quality (smoothness) in technology-based lessons¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both self-efficacy and utility-value significantly predicted the smoothness of technology integration, indicating both are linked to maintaining classroom management in technology-based environments. → Backfisch 2021

Evidence¶

Backfisch 2021¶

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility!. Computers & Education, 166, 104159. https://doi.org/10.1016/j.compedu.2021.104159

q2 · i? · associational · r2

Linear mixed effect models found both self-efficacy and utility-value predicted task-general teaching quality (smoothness). The article reports "both utility-value and self-efficacy predicted the task-general teaching quality" with printed estimates and confidence intervals excluding zero.

"Interestingly, both utility-value and self-efficacy predicted the task-general teaching quality (i.e., smoothness of technology integration): self-efficacy, Estimate = 0.448, SE = 0.165, 95% CI [0.124, 0.771]; utility-value, Estimate = 0.417, SE = 0.128, 95% CI [0.166, 0.669]."

Discussion¶

Related Claims¶

• Teachers' perceived utility-value of technology is associated with how often and how well they integrate it; self-efficacy showed no significant association with frequency, exploitation or task-specific quality — reports the opposite
• Quality of technology integration varies substantially across lessons, with most variance unexplained by teacher traits or time course — related