Computer self-efficacy and ICT integration in education: Structural relationship and mediating effects

• Published in: Education and information technologies Vol. 28; no. 9; pp. 12021 - 12037
• Main Authors: Afari, Ernest, Eksail, Fuad Ali Ahmed, Khine, Myint Swe, Alaam, Shaima Ali
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.09.2023; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Analysis; Anxiety; Bahrain; College Students; Computer Appl. in Social and Behavioral Sciences; Computer literacy; Computer Science; Computers; Computers and Education; Education; Educational Technology; English; English (Second Language); English Language Learners; Factor Analysis; Foreign Countries; Grade Point Average; Health Sciences; Information Systems Applications (incl.Internet); Mediation; Pedagogy; Reading Attitudes; Self Efficacy; Structural equation modeling; Structural Equation Models; Surveys; Teachers; Technology application; Technology Integration; User Interfaces and Human Computer Interaction; Saudi Arabia; Bahrain; Information and Communication Technologies (ICT); Technology for pedagogy; Structural equation modeling; Mediation analysis; Self-efficacy
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-023-11679-8

Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers’ computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers’ intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.