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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Organizational Culture,Technology Acceptance,Smart Schools’ Teachers
- چکیده:
- چکیده انگلیسی: Background: Acceptance of information technology by teachers of smart schools in which learning-teaching methods are based on information and communication technology is of great importance. Objectives: The present study aimed to identify the role of organizational culture in accepting technology among teachers of smart high schools in Karaj, Iran, based on the Technology Acceptance Model (TAM). Methods: The present study was conducted by a correlational method, which was of prediction type. Among 5,630 teachers of smart high schools in Karaj city in the 2018 - 2019 school year, 400 teachers were selected by multistage random cluster sampling method. Organizational culture was measured by Denison’s organizational culture questionnaire (2000). For assessing the acceptance of technology among teachers, a researcher-made questionnaire was used. The questionnaire’s construct validity was confirmed by the confirmatory factor analysis method. The reliability was confirmed by Cronbach’s alpha of 0.86, 0.74, 0.88, 0.73, and 0.81 for the dimensions of perceived usefulness, perceived ease of use, attitude toward use, intention to use, and actual use, respectively. The data were analyzed by structural equation modeling in AMOS V. 24 software. Results: All the direct and indirect coefficients between the research variables were statistically significant (P < 0.01). This means that organizational culture was effective on acceptance of technology among teachers of smart schools and the recommended conceptual model among teachers of smart schools was valid. Conclusions: The process of the effect of organizational culture on the acceptance of technology and the relationship between the components of the TAM were discussed. Based on the results, all the direct and indirect coefficients between the research variables were statistically significant (P < 0.01), that is, organizational culture was effective on acceptance of technology among smart school teachers, and the proposed conceptual model was reliable among teachers of smart schools.
- انتشار مقاله: 21-11-1397
- نویسندگان: Sayed Abdollah Ghasemtabar,Mehdi Arabzadeh,Gholam Hosein Rahimidoost
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Psychology (IPA)
- نوع مقاله: Journal Article
- کلمات کلیدی: Self-construal,Achievement goals,Math Self-Efficacy,math performance
- چکیده: The research aimed to investigate the effect of self-construal on mathematical performance, mediated by 3× 2 achievement goals and math self-efficacy. The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj—a city in Iran. The research tools included revised self-construal scale, 3×2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p < .05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p < .05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals. However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p < .05).
- چکیده انگلیسی: The research aimed to investigate the effect of self-construal on mathematical performance, mediated by 3× 2 achievement goals and math self-efficacy. The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj—a city in Iran. The research tools included revised self-construal scale, 3×2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p <.05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p <.05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals. However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p <.05).
- انتشار مقاله: 15-07-1398
- نویسندگان: Sana Panahipour,Mehdi Arabzadeh,Parvin Kadivar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Organizational Culture,Technology Acceptance,Smart Schools’ Teachers
- چکیده:
- چکیده انگلیسی: Background: Acceptance of information technology by teachers of smart schools in which learning-teaching methods are based on information and communication technology is of great importance. Objectives: The present study aimed to identify the role of organizational culture in accepting technology among teachers of smart high schools in Karaj, Iran, based on the Technology Acceptance Model (TAM). Methods: The present study was conducted by a correlational method, which was of prediction type. Among 5,630 teachers of smart high schools in Karaj city in the 2018 - 2019 school year, 400 teachers were selected by multistage random cluster sampling method. Organizational culture was measured by Denison’s organizational culture questionnaire (2000). For assessing the acceptance of technology among teachers, a researcher-made questionnaire was used. The questionnaire’s construct validity was confirmed by the confirmatory factor analysis method. The reliability was confirmed by Cronbach’s alpha of 0.86, 0.74, 0.88, 0.73, and 0.81 for the dimensions of perceived usefulness, perceived ease of use, attitude toward use, intention to use, and actual use, respectively. The data were analyzed by structural equation modeling in AMOS V. 24 software. Results: All the direct and indirect coefficients between the research variables were statistically significant (P < 0.01). This means that organizational culture was effective on acceptance of technology among teachers of smart schools and the recommended conceptual model among teachers of smart schools was valid. Conclusions: The process of the effect of organizational culture on the acceptance of technology and the relationship between the components of the TAM were discussed. Based on the results, all the direct and indirect coefficients between the research variables were statistically significant (P < 0.01), that is, organizational culture was effective on acceptance of technology among smart school teachers, and the proposed conceptual model was reliable among teachers of smart schools.
- انتشار مقاله: 21-11-1397
- نویسندگان: Sayed Abdollah Ghasemtabar,Mehdi Arabzadeh,Gholam Hosein Rahimidoost
- مشاهده