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Social cognitive predictors of pre-service teachers’ technology integration performance

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Abstract

The main objective of the study was to examine interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers’ technology integration performance. Although researchers have examined the role of these variables in the teacher-education context, the present study was an examination of the manner in which variables may jointly function to predict technology integration performance. The Social Cognitive Career Theory (SCCT) served as the theoretic framework. Participants were 111 pre-service teachers enrolled in an introductory instructional technology course. Findings revealed that SCCT predictions were largely supported when the freshman students were excluded from the analyses. Self-efficacy and outcome expectations were related to each other and both contributed to the prediction of performance.

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Authors and Affiliations

  1. Computer Education and Instructional Technology Department, College of Education, Balikesir University, 10100, Balikesir, Turkey

    Serkan Perkmen

  2. Computer Education and Instructional Technology Department, College of Education, Ondokuz Mayis University, Samsun, Turkey

    Sonmez Pamuk

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  1. Serkan Perkmen
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  2. Sonmez Pamuk
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Correspondence to Serkan Perkmen.

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Perkmen, S., Pamuk, S. Social cognitive predictors of pre-service teachers’ technology integration performance. Asia Pacific Educ. Rev. 12, 45–58 (2011). https://doi.org/10.1007/s12564-010-9109-x

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  • DOI: https://doi.org/10.1007/s12564-010-9109-x

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