Expectancy Value Scale on Information Technology: A Validation Study

被引：3
作者：
Du, Jianxia [1 ,2 ]
Xu, Jianzhong [3 ]
Liu, Fangtong [2 ]
机构：
[1] East China Normal Univ, Shanghai, Peoples R China
[2] Univ Macau, Macau, Peoples R China
[3] Mississippi State Univ, Dept Counseling Educ Psychol & Fdn, POB 9727, Starkville, MS 39762 USA
来源：
ASIA-PACIFIC EDUCATION RESEARCHER | 2019年 / 28卷 / 05期
关键词：
Expectancy-value theory; Information technology; Teacher learning; Factor analysis; LATENT MEAN DIFFERENCES; MEASUREMENT INVARIANCE; TEACHER MOTIVATION; FIT INDEXES; STUDENTS; RELIABILITY; PERFORMANCE; MODEL;
D O I：
10.1007/s40299-019-00445-5
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study validated the Expectancy Value Scale (EVS) for teachers regarding information technology. Participants were 866 teachers from 58 kindergartens in China. Based on a randomly split sample, we used one half (n = 433) for exploratory factor analysis, and anther half (n = 433) for confirmatory factor analysis. Both EFA and CFA results revealed that Expectancy and Value were distinguishable. Furthermore, latent factor means for the EVS were invariant across age (less than 30 years vs. 30 years and more) and education level (high school vs. bachelor's or beyond). Finally, consistent with theoretical expectations, the EVS was negatively correlated with distractions while learning and applying information technology.
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收藏
页码：447 / 455
页数：9
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