Self-efficacy and attitudes towards technology integration predicted positive experiences in online distance teaching, jointly explaining 52% of variance.¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In hierarchical regression on 229 teachers, attitudes towards technology integration (β = 0.663 in step 2) and self-efficacy (β = 0.348 in step 3) remained in the final model explaining 52% of variance in positive experiences, F(4,213) = 58.396, p < .0001. → Sidi Yael 2023
Evidence¶
Sidi Yael 2023¶
Sidi Yael, Shamir-Inbal Tamar, Eshet-Alkalai Yoram. (2023). From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104831
q2 · i? · associational · r2
Hierarchical stepwise regression on questionnaire data from 229 teachers (RQ2). The final model with attitudes towards technology integration and self-efficacy plus controls "explained 52% of the variance in the positive experiences, F(4,213) = 58.396, p < .0001"; Table 8 prints β = 0.663 and β = 0.348 for the two predictors.
"This explained 52% of the variance in the positive experiences, F(4,213) = 58.396, p < .0001, while the variables openness to change and school support were removed from the model"
Discussion¶
Related Claims¶
- Self-efficacy, but not attitudes towards technology, predicted negative experiences, explaining 23% of variance; openness to change and school support predicted neither outcome. — related
- Review reports that teachers' beliefs, attitudes and TPACK—not AI knowledge alone—mediate AI integration — related
- The Social Cognitive Model of Technology Integration explains 55% of variation in preservice teachers' technology integration intentions — related
- The integrated model explains 57.1% of satisfaction, 32.2% of use, and 52.5% of individual impact variance — related
- Teacher beliefs explain variance in computer use comparable to technology-related variables — related
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