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نقش میانجی خودکارآمدی رایانه در رابطه بین پذیرش فناوری و یادگیری مادامالعمر در معلمان دوره ابتدایی | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 3، دوره 6، شماره 3 - شماره پیاپی 22، مهر 1405، صفحه 33-48 اصل مقاله (913.1 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2025.73722.1248 | ||
| نویسندگان | ||
| علی عبدی* 1؛ فرامرز سهیلی2؛ سمیه قهرمانی3 | ||
| 1دانشیار گروه علومتربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه پیامنور، تهران، ایران، | ||
| 2دانشیار گروه علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران | ||
| 3دانش آموخته گروه علومتربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه پیامنور، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف برازش مدل نقش میانجی خودکارآمدی رایانه در رابطه بین پذیرش فناوری و یادگیری مادامالعمر در معلمان دوره ابتدایی انجام شد. از لحاظ هدف یک پژوهش توسعهای است و از منظر گردآوری دادهها، توصیفی و از نوع همبستگی است که در آن از روش مدل معادلات ساختاری استفاده شد. جامعه آماری شامل کلیه معلمان دوره ابتدایی شهر کرمانشاه در سال تحصیلی 1403-1402 بود. جهت انتخاب اندازه نمونه براساس نرمافزار جی پاور و با توجه به روش پژوهش و اندازه اثر 222 نفر از معلمان دوره ابتدایی شهر کرمانشاه بهعنوان نمونه براساس روش نمونهگیری در دسترس انتخاب شدند و به پرسشنامههای پذیرش فناوری اطلاعات نیکپی مطلق (1400)، پرسشنامه خودکارآمدی رایانه مورفی و همکاران (1989) و پرسشنامه یادگیری مادامالعمر لی و تسای (2007) بهصورت مجازی پاسخ دادند. برای تجزیه و تحلیل دادهها با استفاده از شاخصهای آمار توصیفی شامل میانگین و انحراف استاندارد و آمار استنباطی شامل آزمون همبستگی پیرسون و مدلیابی معادلات ساختاری و از طریق نرمافزارهای SPSS-26 و اسمارت PLS Smart استفاده شد. یافتهها نشان داد رابطه بین پذیرش فناوری بر یادگیری مادامالعمر ازنظر آماری مثبت و معنیدار است. رابطه پذیرش فناوری بر خودکارآمدی رایانه از نظر آماری مثبت و معنیدار است. خودکارآمدی رایانه بر یادگیری مادامالعمر رابطه معنیدار دارد. همچنین رابطه غیرمستقیم پذیرش فناوری بر یادگیری مادامالعمر با نقش میانجیگری خودکارآمدی رایانه معنیدار میباشد. نتایج به دست آمده از پژوهش نشان داد، مدل مفهومی یادگیری مادامالعمر براساس پذیرش فناوری با نقش واسطهای خودکارآمدی رایانه با مدل تجربی برازش دارد. | ||
| کلیدواژهها | ||
| پذیرش فناوری؛ یادگیری مادامالعمر؛ خودکارآمدی رایانه؛ معلمان دوره ابتدایی | ||
| عنوان مقاله [English] | ||
| The Mediating Role of Computer Self-Efficacy in the Relationship between Technology Acceptance and Lifelong Learning in Elementary School Teachers | ||
| نویسندگان [English] | ||
| ALI Abdi1؛ Faramarz Soheili2؛ Somayeh Ghahramani3 | ||
| 1Associated Professor, Department of Educational Science, Faculty of Educational Science and Psychology, Payame Noor University, Tehran, Iran | ||
| 2Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran. | ||
| 3M. A., Department of Educational Sciences, Faculty of Educational Science and Psychology, Payame Noor University | ||
| چکیده [English] | ||
| The present study aimed to fit the mediating role model of computer self-efficacy inthe relationship between technology acceptance and lifelong learning in elementary school teachers. The research is developmental research in terms of its purpose and descriptive and correlational in terms of data collection, in which the structural equation model method was used. (SEM). The statistical population included all the teachers of the beginning of Kermanshah city in the academic year of 2023-2024. In order to select the sample size based on the JPower software and according to the research method and effect size, 222 primary school teachers in Kermanshah were selected as a sample based on the available sampling method and followed the information technology acceptance questionnaires. Absolute (2021), Murphy et al.'s computer self-efficacy questionnaire (1989) and Lee and Tsai's lifelong learning questionnaire (2007) answered virtually. For data analysis, descriptive statistics including mean and standard deviation and inferential statistics including Pearson's correlation test and structural equation modeling were used through SPSS-26 and Smart PLS software. The findings showed that the effect of technology acceptance on lifelong learning is statistically positive and significant. The effect of technology acceptance on computer self-efficacy is statistically positive and significant. Computer self-efficacy has a significant effect on lifelong learning. Also, the indirect effect of technology acceptance on lifelong learning with the mediating role of computer self-efficacy is significant. The results obtained from the research showed that the conceptual model of lifelong learning based on technology acceptance with the mediating role of technological self-effcacay fits with the empirical model. | ||
| کلیدواژهها [English] | ||
| Technology Acceptance, Lifelong learning, Computer Self-Efficacy, Elementary School Teachers | ||
| مراجع | ||
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