TY - CONF
T1 - Teachers’ use of Digital Learning Materials
T2 - Self-Determination Theory and the Integrative Model for Behavior Prediction
AU - Kreijns, K.
AU - Vermeulen, M.
AU - Van Acker, F.
AU - van Buuren, H.
N1 - exported from refbase (http://publicaties.ou.nl/show.php?record=25), last updated on Thu, 19 Apr 2012 09:55:15 +0200
PY - 2014
Y1 - 2014
N2 - 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 in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone.
AB - 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 in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone.
UR - https://www.erudit.org/en/journals/irrodl/2017-v18-n7-irrodl03381/1042970ar.pdf
M3 - Abstract
SP - 465
EP - 478
ER -