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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,psychological factors,Intention,Teachers
- چکیده:
- چکیده انگلیسی: Introduction : The usage of information and communications technology (ICT) in educational systems is a flowing and active educational programme. However, prior to its usage, an attempt should be made to identify the factors influencing such a phenomenon. This study aims to identify the psychological and job-related factors affecting the intention to use ICT among teachers in Shiraz. Methods : The present study is applicable from the research type perspective, descriptive from the procedure perspective, and correlative from the research design perspective. The sample includes all teachers in Shiraz. To determine the sample size (n = 255), stratified-cluster random sampling and Cochran’s formula were used. Several questionnaires were completed by the participants, such as subjective norm, task-technology fit, perceived ease of use, perceived usefulness, and intention to use. Validity (in terms of content) and reliability of the questionnaires were confirmed by comments from experts and professors and Cronbach’s alpha coefficient (0.69) respectively. Data analysis was done using structural equation modelling with LISREL software (version 8.8). Results : Task-technology fit, perceived ease of use, intention to use, and subjective norm variables directly or indirectly affect the intention to use ICT. Among these, subjective norm variable has the highest direct impact (0.33) upon the intention to use ICT, while, task-technology fit variable has the highest indirect impact (0.08). Moreover, the highest and lowest total effects on the aforementioned variable are associated with the impact of task-technology fit (0.39) and perceived ease of use (0.27) respectively. Conclusions : The findings indicate that the predicted model could provide useful information for the educational authorities with respect to the importance of job-related and psychological factors that directly or indirectly affect the intention to use ICT among teachers.
- انتشار مقاله: 17-07-1394
- نویسندگان: Mohammad Hassan Seif,Soghra Zarei,Saeed Talebi,Ahmad Rastegar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Computer Anxiety,Intelligence,Goals,Cognition
- چکیده:
- چکیده انگلیسی: Background : Everything related to computer technology is supposed to be important in the present era; however, many people have negative feelings and attitudes toward working with computers. One such feeling is computer anxiety. This study purposed to present a model for predicting computer anxiety based on intelligence beliefs and focusing on achievement goals and cognitive engagement. Methods : This study was descriptive and correlational type. The study population consisted of humanities students of Shiraz Payam Noor University. Using stratified sampling, 290 (194 female and 96 male) undergraduate students of the Faculty of Humanistic Studies, Shiraz Payame Noor University were selected and assigned as the research samples. Participants were asked to complete such questionnaires as the Computer Anxiety Scale, Achievement Goals, and Intelligence Beliefs and Cognitive Engagement. Path analysis using LISREL software version 8.51 was used for data analysis. Results : The results showed that incremental intelligence beliefs had a negative indirect effect on students’ computer anxiety (-0.05), which was statistically significant at a level of 0.01 (P < 0.01). This indirect effect operates through mastery goals and deep cognitive strategies. Meanwhile, the indirect effect of entity intelligence beliefs on computer anxiety equaled 0.01 and was not statistically significant. Moreover, among the variables included in the study, mastery goals had the most indirect effect on computer anxiety; the effect was negative, equal to 0.13, and statistically significant at a level of 0.01 (P < 0.01). Direct cognitive strategies had the most direct effect on computer anxiety in the fitted model at a rate of 0.39, which was statistically significant at a level of 0.01 (P < 0.01). Conclusions : The findings of this research showed that the relationship between intelligence beliefs and computer anxiety is affected by achievement goals and cognitive engagement.
- انتشار مقاله: 17-07-1394
- نویسندگان: Ahmad Rastegar,Ahmad Rastegar,Ahmad Rastegar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Behavior,Technology,attitude,Morality
- چکیده:
- چکیده انگلیسی: Introduction: Nowadays a great deal of information and scientific knowledge is processed through Information Technology including Internet and E-learning. The purpose of the present study was to investigate the factors affecting the use of IT ethically among university students.Materials and Methods: This study was of a descriptive type, which used a correlational design. The study sample consisted of the students studying at Shiraz University of Medical Sciences. The sample was selected through accidental stratified method, using Cocharan formula. The data was collected through a researcher made questionnaire, whose validity was approved by experts and whose reliability was found to be 0.88, using Cronbach's alpha. For data analysis, path analysis and LISREL statistical software were used.Results: Three variables of computer including self-efficacy, perceived severity of punishment and subjective norm had a direct effect on needs intensity variable perceived severity of punishment having the greatest effect.Conclusion: Needs intensity, computer self-efficacy, technology specifications, perceived behavioral control, attitude toward ethical use, and perceived severity of punishment, facilitating conditions and ultimately the subjective norm had the highest to the lowest correlation coefficients with the tendency to use IT ethically.
- انتشار مقاله: 11-10-1398
- نویسندگان: Mohammad Hasan Seif,Mohammad Reza Sarmadi,Saeed Talebi,Ahmad Rastegar,Abbas Sabet Maharlouei
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,psychological factors,Intention,Teachers
- چکیده:
- چکیده انگلیسی: Introduction : The usage of information and communications technology (ICT) in educational systems is a flowing and active educational programme. However, prior to its usage, an attempt should be made to identify the factors influencing such a phenomenon. This study aims to identify the psychological and job-related factors affecting the intention to use ICT among teachers in Shiraz. Methods : The present study is applicable from the research type perspective, descriptive from the procedure perspective, and correlative from the research design perspective. The sample includes all teachers in Shiraz. To determine the sample size (n = 255), stratified-cluster random sampling and Cochran’s formula were used. Several questionnaires were completed by the participants, such as subjective norm, task-technology fit, perceived ease of use, perceived usefulness, and intention to use. Validity (in terms of content) and reliability of the questionnaires were confirmed by comments from experts and professors and Cronbach’s alpha coefficient (0.69) respectively. Data analysis was done using structural equation modelling with LISREL software (version 8.8). Results : Task-technology fit, perceived ease of use, intention to use, and subjective norm variables directly or indirectly affect the intention to use ICT. Among these, subjective norm variable has the highest direct impact (0.33) upon the intention to use ICT, while, task-technology fit variable has the highest indirect impact (0.08). Moreover, the highest and lowest total effects on the aforementioned variable are associated with the impact of task-technology fit (0.39) and perceived ease of use (0.27) respectively. Conclusions : The findings indicate that the predicted model could provide useful information for the educational authorities with respect to the importance of job-related and psychological factors that directly or indirectly affect the intention to use ICT among teachers.
- انتشار مقاله: 17-07-1394
- نویسندگان: Mohammad Hassan Seif,Soghra Zarei,Saeed Talebi,Ahmad Rastegar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Computer Anxiety,Intelligence,Goals,Cognition
- چکیده:
- چکیده انگلیسی: Background : Everything related to computer technology is supposed to be important in the present era; however, many people have negative feelings and attitudes toward working with computers. One such feeling is computer anxiety. This study purposed to present a model for predicting computer anxiety based on intelligence beliefs and focusing on achievement goals and cognitive engagement. Methods : This study was descriptive and correlational type. The study population consisted of humanities students of Shiraz Payam Noor University. Using stratified sampling, 290 (194 female and 96 male) undergraduate students of the Faculty of Humanistic Studies, Shiraz Payame Noor University were selected and assigned as the research samples. Participants were asked to complete such questionnaires as the Computer Anxiety Scale, Achievement Goals, and Intelligence Beliefs and Cognitive Engagement. Path analysis using LISREL software version 8.51 was used for data analysis. Results : The results showed that incremental intelligence beliefs had a negative indirect effect on students’ computer anxiety (-0.05), which was statistically significant at a level of 0.01 (P < 0.01). This indirect effect operates through mastery goals and deep cognitive strategies. Meanwhile, the indirect effect of entity intelligence beliefs on computer anxiety equaled 0.01 and was not statistically significant. Moreover, among the variables included in the study, mastery goals had the most indirect effect on computer anxiety; the effect was negative, equal to 0.13, and statistically significant at a level of 0.01 (P < 0.01). Direct cognitive strategies had the most direct effect on computer anxiety in the fitted model at a rate of 0.39, which was statistically significant at a level of 0.01 (P < 0.01). Conclusions : The findings of this research showed that the relationship between intelligence beliefs and computer anxiety is affected by achievement goals and cognitive engagement.
- انتشار مقاله: 17-07-1394
- نویسندگان: Ahmad Rastegar,Ahmad Rastegar,Ahmad Rastegar
- مشاهده