The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effe...

Full description

Saved in:
Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 1091017
Main Authors Zeng, Youlai, Wang, Yue, Li, Shunyu
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 02.12.2022
Subjects
information technology integration self-efficacy
meta-analysis
moderating variables
Psychology
teacher
TPACK
TPACK
meta-analysis
teacher
information technology integration self-efficacy
moderating variables
Online AccessGet full text

Cover

More Information
Summary:Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effect sizes with 7,777 subjects were obtained. Heterogeneity test illustrated that random effects model is appropriate. Funnel plot and Begg and Mazumdar's rank correlation test found there was no publication bias in this meta-analysis. After effect size test, it followed that teachers' information technology integration self-efficacy was significantly positively correlated with TPCK (r = 0.607, P < 0.001). The moderating effect test indicated that the relationship was moderated by the subjects' career stages, but not by gender, teaching stages, disciplines, and measurement tools.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Undefined-1
ObjectType-Feature-3
content type line 23
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Tiberiu Sandu Dughi, Aurel Vlaicu University of Arad, Romania
Reviewed by: Liliana Mata, University of Bacǎu, Romania; Otilia Clipa, Ştefan cel Mare University of Suceava, Romania
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.1091017