Predicting teachers’ use of digital learning materials: combining self-determination theory and the integrative model of behaviour prediction

Karel Kreijns, Marjan Vermeulen, Frederik Van Acker, Hans Van Buuren

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    Abstract

    In this article, we report on a study that investigated the motivational (e.g., intrinsic motivation) and dispositional variables (e.g., attitudes) that determine teachers’ intention to use or not to use Digital Learning Materials (DLMs). To understand the direct and indirect relationships between these variables we replicated a study of Hagger et al. (2006) in which Self- Determination Theory (SDT) and the Theory of Planned Behavior (TBP)/Integrated Model of Behavior Prediction (IMBP) are combined according Vallerand’s (1997) proposal to distinguish between global level psychological needs, contextual-level and situational-level motivational constructs. Using a sample of 1273 teachers, our preliminary findings supported the findings of Hagger et al. (ibid). The combined model of Hagger et al. (ibid) potentially provides us with a more comprehensive explanation of teachers’ volitional behavior regarding their use of DLMs in their pedagogical practices than would be possible on the bases of SDT or IMBP alone.
    Original languageEnglish
    Pages (from-to)465-478
    Number of pages14
    JournalEuropean Journal of Teacher Education
    Volume37
    Issue number4
    Early online date28 Jan 2014
    DOIs
    Publication statusPublished - 2014

    Keywords

    • digital learning materials
    • Self-Determination Theory
    • integrative model of behavior prediction
    • teachers

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