Exploring the Relations Among Preservice Teachers' Information and Communication Technology (ICT) Self-Efficacy, Online Self-Regulated Learning Strategies, and ICT Competencies

• In Event: Supporting Learning in Online Environments

Abstract

This study explored the mediating role of online self-regulated learning (SRL) strategies on the effect of preservice teachers’ (PSTs) self-efficacy beliefs for integrating information and communication technology (ICT) on ICT competencies. Participants included 204 PSTs enrolled in an undergraduate educational technology course. Structural equation models were built to test the mediating effects of the combined SRL and specific SRL strategy: goal-setting; environmental structuring; task strategies; time management; help-seeking; self-evaluation. Results indicated that PSTs’ perceived ICT integration self-efficacy did not directly affect their ICT competencies but was through their perceived use of goal-setting strategies. ICT integration self-efficacy had a moderate positive direct effect on the combined SRL strategies and all single types of SRL strategies, except self-evaluative strategies.

Authors

• Zhuo Zhang, Purdue University
  Presenting Author

• Yukiko Maeda, Purdue University
  Presenting Author

• Tim Newby, Purdue University
  Presenting Author

• Zui Cheng, Shenzhen University
  Presenting Author

• Qian Xu, Purdue University
  Presenting Author