Eğitsel İnternet Kullanım Özyeterliği İnançları Ölçeğinin Geçerliği ve Güvenirliği

Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi 01/2009;
Source: DOAJ

ABSTRACT In this study, a scale regarding preservice teachers’ self-efficacy beliefs in educational internet use is developed. Theeducational internet use self-efficacy beliefs scale includes 28 survey items. Findings from the current study show that theCronbach alpha reliability coefficient of the scale is found 0.96. In the literature, the suggested level for the Cronbach alphareliability coefficient is 0.70. In the light of this fact, it can be concluded that the Cronbach alpha reliability coefficient of the scaleis high. The participants of this research study are preservice teachers during the academic year of 2008-2009 in the AhmetKeleşoğlu College of Education at Selçuk University. To develop the survey, three different study groups are formed. The firstgroup formed for the construct validity includes 367 college students. Of those participants, 44.1% (162) is female and 55.9%(205) male. In the second phase of the study, the data are collected for the criterion-based validity. In this phase, the study groupis made up of 326 students, 44.7% (146) female and 55.3% (180) male. The last study group is designed for the test-retestreliability. It includes 84 students. Among those preservice teachers, 42.9% (36) is female and 57.1% (48) male.In the literature, it is stated that students frequently use the Internet for emotional, social, and leisure time, and activities, notfor academic or area-specific reasons (Young, 1998). It is also suggested that healthy and effective Internet use is related topsychological maturity and self-efficacy (Wang, 2001). In the present study, self-efficacy beliefs are used to elaborate and extendBandura’s (1997) general social cognitive theory within the context of educational technology, specifically educational Internetuse. This theory consists of two important constructs: self-efficacy beliefs and outcome expectations. Self-efficacy beliefs refer toan individual’s performance capabilities (Lent, Brown, & Hackett, 1994) while outcome expectations refer to the expectedconsequences of an action (Bandura, 1997). In the social cognitive theory, self-efficacy beliefs and outcome expectations areconceptually related. Indeed, they are different constructs. The question of “can I do this?” usually refers to self-efficacy beliefswhile the outcome expectation might be determined through the question of “if I do this, what will happen?” It is important tonote, “as people develop an affinity for an activity at which they feel efficacious and expect positive outcomes, they form goals forsustaining or increasing their involvement in that activity” (Lent et al., 1994, p. 264).In the current study, self-efficacy beliefs serve as the theoretical framework in the process of the survey development. In therelated literature, this construct is titled “self-efficacy” (Akkoyunlu, Orhan & Umay, 2005; Deryakulu, Buyukozturk, Karadeniz, &Olkun, 2009), “self-efficacy beliefs” (Akbulut, 2006; Akgün, 2008; Aşkar & Umay, 2001; Orhan & Akkoyunlu, 2003; Köseoğlu,Yılmaz, Gerçek & Soran, 2007) or “self-efficacy perceptions” (Akkoyunlu & Kurbanoğlu, 2003). In this study, the term “selfefficacybeliefs” is preferred to determine preservice teachers’ capability in Internet use for educational purposes. Self-efficacybeliefs are an important factor to find out individuals’ computer use frequency and achievement (Cassidy & Eachus, 2002). Therelated literature suggests that self-efficacy beliefs positively affect computer use (Compeau & Higgins, 1995; Compeau et al.,1999; Hill, Smith & Mann, 1987).In the beginning of the study, a pool of survey items is formed to evaluate the university students’ self-efficacy beliefs ineducational Internet use. For this purpose, several open-ended questions such as “how can the Internet be used better ineducation?” and “in which activities should students use the Internet?” are asked to 110 students from the Department ofComputer and Instructional Technologies. Then, students’ responses are analyzed and ordered from the most repeated to theleast. At this stage, the item pool includes 37 attitude sentences. The items are evaluated with the options of “totally measuring”,

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    ABSTRACT: Abstract Nowadays, the rapid developments in informational technologies result in significant changes in the field of education as well as other fields. One of the most important changes is the use of internet for educational aims. In this sense, a new competence is now among the competencies expected from teachers; moreover, educational use of Internet has become a concept regarded for an efficient teaching process. The aim of this study is to analyze teacher candidates’ educational use of Internet self-efficacy beliefs in terms of various variables. The sample of the study conducted in descriptive model consists of teacher candidates at a state university. Educational Use of Internet Self-Efficacy Beliefs Scale and Personal Information Form were used as data collection tools. It is concluded that teacher candidates’ educational Internet self-efficacy beliefs have meaningful differences in terms of gender, departments they study on, how long they have used the Internet, duration of daily Internet use, the place they get online, and whether they desire to take their lessons online.
    Procedia - Social and Behavioral Sciences 02/2015; 174:3094 - 3101. DOI:10.1016/j.sbspro.2015.01.1046
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    ABSTRACT: This study aimed to develop a self-efficacy scale to be used to measure elementary school teachers' self-efficacy beliefs regarding computer and internet use. For this purpose validity (content, face, construct, and criterion validity) and reliability (internal consistency and temporal reliability) studies were conducted. After being tested for content and face validity through expert opinion, the draft scale was piloted first on 250 elementary school teachers. Initial exploratory factor analysis yielded two alternative models which accounted for 66.16% and 74.02% of the total variance, respectively. The confirmatory factor analyses confirmed the two-factor model with acceptable goodness of fit indices (X 2 /sd=200.36/100=2.00; p=0.000; RMSEA= 0.063; GIF= 0.91; AGFI= 0.92; SRMR=0.031; CFI=0.97; NFI= 0.95; and NNFI=0.97). The final scale was administered on 328 elementary school teachers for a follow-up confirmatory factor analysis, which also yielded adequate fit indices. A concurrent criterion validity analysis was also conducted using two distinct criterion scales, which yielded significant moderate-to-high levels of positive correlations. Finally, the results of the reliability analyses suggested that Computer and Internet Self-Efficacy Scale is able to measure elementary school teachers' senses of efficacy for computer and internet use reliably. Keywords: elementary school teachers, self-efficacy beliefs, computer and internet use SUMMARY Purpose and Significance: Information and communication technologies (ICTs) have become both the subject and means of instruction at schools. Therefore, teachers are required to be able to integrate technology in their lessons daily. Teachers' self-efficacy beliefs about using these technologies play an important role in integrating computers and internet in their instruction. Considering the prevalence of computer-based technologies, teachers are righteously expected to have high levels of self-efficacy beliefs towards computer and internet use. In the present study, it was aimed to develop a valid and reliable self-efficacy scale to be used to measure elementary school teachers' self-efficacy beliefs regarding computer and internet use.


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