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- All Subjects: Social cognitive theory
- Creators: Cha, Dong-Ju
- Creators: Donner, Jodie
Description
This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This information was then correlated to changes in self-efficacy and content mastery (learning) from pre-/post-test scores pertaining to Google Sheets functions for introductory statistics. In-between the pre- and post-tests, a learning activity was presented which asked participants to analyze quantitative statistics using Google Sheets. Findings of this research demonstrated a statistically insignificant relationship between technology readiness and self-efficacy or learning. Alternatively, significance was observed in changes from pre- to post-test scores for both learning and self-efficacy where a relationship was found between the degree to which participants’ content mastery and self-efficacy change before and after a computer-supported learning activity is assigned. These findings directly contribute to current understanding of how and why individuals can effectively learn and perform in computer-supported learning environments.
ContributorsCervantes Villa, Sabrina Marie (Author) / Craig, Scotty D. (Thesis advisor) / Donner, Jodie (Committee member) / Roscoe, Rod (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study applied the Social Cognitive Theory (SCT) to explore the sources of self-efficacy and professional development activities that are most predictive of PreK-6 music teachers’ efficacious beliefs. This study also compared teacher efficacy levels across different groups. The target population for this study was PreK-6 music teachers in the state of Arizona. The survey was disseminated through the National Association for Music Education (NAfME), the Arizona chapters of the American Orff-Schulwerk Association (AOSA), the Organization of American Kodály Educators (OAKE), and snowball sampling via a Facebook message. Of the 660 teachers invited to participate, 92 (13.94%) voluntarily completed the survey. Results from simultaneous multiple regression analyses indicated that teacher efficacy for instructional strategies was best predicted by their mastery experience, followed by vicarious experience, while mastery experience was the strongest predictor of teacher efficacy for student engagement. Additionally, the acquisition of method certification and watching teaching resources via YouTube were significant predictors of teacher efficacy for instructional strategies, while observation hours per year was the only predictor of teacher efficacy for student engagement. Results from factorial between-subjects ANOVAs indicated that teaching experience had a significant main effect on teacher efficacy for instructional strategies and student engagement. However, neither main teaching areas nor the combined effects of main teaching areas and teaching experience had a significant effect on teacher efficacy for instructional strategies and student engagement. Results from independent-samples t-test analyses showed that school types had a significant effect on teacher efficacy for student engagement, while no differences were found between school types regarding teacher efficacy for instructional strategies. The analysis of open-ended comments identified themes related to factors that strengthen or weaken participant teacher efficacy, the impact of the COVID-19 pandemic on teacher efficacy, the types of professional development activities that they engaged during the year, the most effective professional development activities for enhancing teacher efficacy. Findings of this study have theoretical and practical implications for school principals, school administrators, policy makers, music teacher educators, and music teachers to promote and support music teachers’ self-efficacy.
ContributorsCha, Dong-Ju (Author) / Amrein-Beardsley, Audrey (Thesis advisor) / Stauffer, Sandra (Thesis advisor) / Fiorentino, Matthew (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2023