Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers’ well-being and online teaching intentions DOI Creative Commons
Jeffrey Hugh Gamble, Haimin Li,

Xiao-Ling Liao

и другие.

Scientific Reports, Год журнала: 2024, Номер 14(1)

Опубликована: Ноя. 13, 2024

The COVID-19 pandemic's "Great Online Transition" significantly impacted teachers. Existing research on Emergency Remote Teaching (ERT) lacks longitudinal designs and consideration of subject-specific contexts. This study, using the Stressor-Strain-Outcome framework, investigates psychological needs thwarting (PNT) during ERT teachers' well-being online teaching intentions, considering subject instruction as a potential factor. Data were collected from 1,369 Chinese primary middle school teachers literature, mathematics, English Foreign Language (EFL) at two time points: weeks after implementation (Time 1, mid-November 2021) months later, returning to face-to-face 2, mid-January 2022). PNT, emotional exhaustion, distress, intention towards evaluated. Among types competence emerged strongest predictor which was, in turn, associated with reduced increased distress. EFL showed stronger associations between adverse outcomes, indicating higher susceptibility strain ERT. Subject instruction, particularly for teachers, influences relationship PNT teacher outcomes Our findings underscore need support strategies environments.

Язык: Английский

Understanding mobile learning acceptance among university students with special needs: An exploration through the lens of self‐determination theory DOI
Ferhan Şahin, Gizem Yıldız

Journal of Computer Assisted Learning, Год журнала: 2024, Номер 40(4), С. 1838 - 1851

Опубликована: Апрель 16, 2024

Abstract Background Despite the significant emphasis on self‐determination in special education and crucial role of mobile learning, there is a notable absence path modelling studies that explore effect usage learning by students with needs. Objectives This study sought to investigate intentions among needs proposing model rooted technology acceptance model, complemented extraneous constructs from theory (competence, autonomy relatedness). Methods The data was obtained online 1298 university eight different types disabilities. Data were analysed descriptive statistics, confirmatory factor analysis, structural equation bootstrapping. Results Conclusions proposed explained 78.4% ease use, 85.2% usefulness, 76.5% intention. 11 12 hypotheses tested within scope supported. All examining impacts intention validated (8 hypotheses), exception → relationship. Substantial empirical evidence has been acquired support exploring toward Concurrently, robust theoretical framework introduced field elucidate utilization

Язык: Английский

Процитировано

4
Psychological drivers shaping mobile learning utilization among visually impaired university students DOI Creative Commons
Ferhan Şahin

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Фев. 26, 2025

Abstract Understanding the various factors influencing utilization of mobile learning is pivotal to ensuring that visually impaired students can fully harness its benefits. However, there exists a notable gap in empirical research concerning influence psychological needs on adoption among students. This study delves into exploring university with visual impairment, focusing basic using path modeling approach grounded Technology Acceptance Model and Self-Determination Theory. The investigation involves 341 enrolled an open education faculty state university. Confirmatory factor analysis, structural equation modeling, bootstrapping were employed for analysis. results affirm model’s substantial explanatory power, revealing constructs—perceived ease use (81.5%), perceived usefulness (84.8%), behavioral intentions (74.7%)—are well elucidated by proposed framework. underscore significance competence relatedness acceptance intention students, highlighting role fostering skills mastery social support shaping technology adoption. Intriguingly, certain relationships, notably autonomy- > usefulness- intention, deemed insignificant, nuanced dynamics use. contributes valuable insights understanding complex interplay between adoption, emphasizing necessity tailored interventions mechanisms foster inclusive effective educational journey

Язык: Английский

Процитировано

0
Unveiling the motivational role of cognitive, social, and affective needs in mobile learning adoption through the lens of uses and gratifications theory DOI
Ferhan Şahin, Yusuf Levent Şahin, Muhammet Recep Okur

и другие.

Journal of Computing in Higher Education, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 25, 2024

Язык: Английский

Процитировано

1
Integrating ECM, TAM, and SDT in Studying Accounting Lecturers' Continuance Intention for ODL: A Review DOI Open Access

Shafinaz Lyana Abu Talib,

Syed Ismail Syed Mohamad,

Rusliza Yahaya

и другие.

Malaysian Journal of Social Sciences and Humanities (MJSSH), Год журнала: 2024, Номер 9(8), С. e002918 - e002918

Опубликована: Авг. 25, 2024

Lecturers are increasingly expected to use technology prepare their students for 21st century skills (Ahmad et al., 2019). As a result, online learning will become common trend in university education the near future, particularly accounting (Sarea 2021), especially since COVID-19 pandemic has brought enormous changes educational landscape. Thus, given that ultimate success of Open and Distance Learning (ODL) hinges on continuance intention it, it is important discuss this intention. This review paper aims explore factors could influence lecturers' ODL by integrating three prominent theoretical models: Expectation-Confirmation Model (ECM), Technology Acceptance (TAM), Self-Determination Theory (SDT). included 23 articles covered studies from 2008 2024. The key ECM, TAM, SDT constructs have been used literature predict identified paper. findings suggest perceived usefulness, ease use, satisfaction, intrinsic motivation potentially critical predictors. It posited integration frameworks provide comprehensive understanding both extrinsic drive continued among lecturers, offering insights designing effective environments.

Язык: Английский

Процитировано

0
Thirty-Five Years of the Technology Acceptance Model: Insights From Meta-Analytic Structural Equation Modelling DOI Creative Commons
Caleb Or

The Open/Technology in Education Society and Scholarship Association Journal, Год журнала: 2024, Номер 4(3), С. 1 - 26

Опубликована: Окт. 23, 2024

This study uses one-step meta-analytic structuralequation modelling to delve into the technologyacceptance model’s (TAM) application withineducation, assessing perceived usefulness, easeof use, intentions and actual technologyuse. It synthesises previous findings validate theTAM's effectiveness uncover model’spredictive power in educational settings. Significantinsights include direct influence of perceivedease use on technology bypassingintentions—a novel finding contrasting with theTAM’s traditional formulation. The researchconfirms TAM’s enduring relevance, offeringvaluable guidance for technologyintegration.

Язык: Английский

Процитировано

0
Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers’ well-being and online teaching intentions DOI Creative Commons
Jeffrey Hugh Gamble, Haimin Li,

Xiao-Ling Liao

и другие.

Scientific Reports, Год журнала: 2024, Номер 14(1)

Опубликована: Ноя. 13, 2024

The COVID-19 pandemic's "Great Online Transition" significantly impacted teachers. Existing research on Emergency Remote Teaching (ERT) lacks longitudinal designs and consideration of subject-specific contexts. This study, using the Stressor-Strain-Outcome framework, investigates psychological needs thwarting (PNT) during ERT teachers' well-being online teaching intentions, considering subject instruction as a potential factor. Data were collected from 1,369 Chinese primary middle school teachers literature, mathematics, English Foreign Language (EFL) at two time points: weeks after implementation (Time 1, mid-November 2021) months later, returning to face-to-face 2, mid-January 2022). PNT, emotional exhaustion, distress, intention towards evaluated. Among types competence emerged strongest predictor which was, in turn, associated with reduced increased distress. EFL showed stronger associations between adverse outcomes, indicating higher susceptibility strain ERT. Subject instruction, particularly for teachers, influences relationship PNT teacher outcomes Our findings underscore need support strategies environments.

Язык: Английский

Процитировано

0