Hou Mingdi, Lin Yigang, Shen Yafei, Zhou Hui
Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China.
College of Teacher Education, Zhejiang Normal University, Jinhua, China.
Front Psychol. 2022 Jul 21;13:900806. doi: 10.3389/fpsyg.2022.900806. eCollection 2022.
This study proposed an extended theory of planned behavior (TPB) to examine the factors that influence pre-service teachers' intention to use technology-enabled learning, using constructivist pedagogical beliefs (CPB) and information and communication technologies (ICT) competencies as antecedent variables for attitudes, subjective norms (SNs), and perceived behavioral control. An online study was conducted with a random sample of pre-service teachers from 7 universities in China, and 811 validated questionnaires were obtained. The results showed that the extended TPB model explained 75% of the variance in intention; attitude, SNs, and perceived behavioral control had a positive and significant effect on intention. Furthermore, SNs had a positive and significant effect on attitude and perceived behavioral control. CPB were the antecedent variables for attitude, SNs, perceived behavioral control, and ICT competencies. ICT competencies were the antecedent variable for SNs and perceived behavioral control. Additionally, through multi-group analysis, this study found significant differences in path relationships between the lower and higher-grade groups. The effect of perceived behavioral control on intention diminished with increased grade level. The effect of SNs on perceived behavioral control reduced. The effect of CPB on attitude and perceived behavioral control on intention diminished. The effect of SNs on attitude increased. This study verified that adding the relationship between antecedent variables of theoretical factors and theoretical factors is an effective way to expand TPB and provided a reference for future studies to focus on the related intention of pre-service teachers. Furthermore, it recommends that Chinese universities should eliminate the hindering influence of CPB, ICT competencies, attitudes, SNs, and perceived behavioral control in the process of preparing pre-service teachers. They should also pay attention to the individual differences of students in different grades and the problems that arise in the existing training.
本研究提出了一种扩展的计划行为理论（TPB），以检验影响职前教师使用技术支持学习意愿的因素，将建构主义教学信念（CPB）和信息通信技术（ICT）能力作为态度、主观规范（SNs）和感知行为控制的先行变量。对来自中国7所大学的职前教师进行了随机抽样的在线研究，共获得811份有效问卷。结果表明，扩展的TPB模型解释了意愿中75%的变异；态度、SNs和感知行为控制对意愿有积极且显著的影响。此外，SNs对态度和感知行为控制有积极且显著的影响。CPB是态度、SNs、感知行为控制和ICT能力的先行变量。ICT能力是SNs和感知行为控制的先行变量。此外，通过多组分析，本研究发现低年级组和高年级组之间的路径关系存在显著差异。感知行为控制对意愿的影响随着年级的升高而减弱。SNs对感知行为控制的影响降低。CPB对态度和感知行为控制对意愿的影响减弱。SNs对态度的影响增加。本研究验证了增加理论因素的先行变量与理论因素之间的关系是扩展TPB的有效方法，并为未来研究关注职前教师的相关意愿提供了参考。此外，建议中国高校应消除CPB、ICT能力、态度、SNs和感知行为控制在职前教师培养过程中的阻碍影响。还应关注不同年级学生的个体差异以及现有培训中出现的问题。
