Hope, self-efficacy, and learning goal orientation as a motivational system in the adoption of a learning management system among community college faculty

Show simple item record

dc.contributor Thoma, Stephen
dc.contributor Tomek, Sara
dc.contributor Major, Claire Howell
dc.contributor Rice, Margaret L.
dc.contributor.advisor Robinson, Cecil D.
dc.contributor.author Wilhite, Christa Sayers
dc.date.accessioned 2017-04-26T14:25:08Z
dc.date.available 2017-04-26T14:25:08Z
dc.date.issued 2016
dc.identifier.other u0015_0000001_0002274
dc.identifier.other Wilhite_alatus_0004D_12711
dc.identifier.uri http://ir.ua.edu/handle/123456789/3069
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to evaluate the relationship between the motivational belief system components, self-efficacy, learning goal orientation, and hope, during the transition to a new learning management system, as well as the relationship between the motivational belief system and technology adoption. It addressed three research questions: (1a) Are the measures within the Faculty Beliefs Regarding Technology Adoption Scale distinct and reliable? (1b) Are domain specific measures of hope, self-efficacy, and learning goal orientation distinct and reliable? (2) What are the beliefs regarding technology adoption among faculty at community colleges across Mississippi? (3) What is the relationship among hope, self-efficacy, and learning goal orientation and beliefs regarding technology adoption? Participants were full-time and adjunct faculty members at community colleges across Mississippi (N = 288). Results indicated that all measures were reliable and distinct. Community college faculty members were positive in their beliefs regarding technology adoption including comfort with technology, technology use, and institutional support. Females and adjunct faculty members reported greater technology use; older faculty with more teaching experience reported less comfort with technology; and faculty with more online teaching experience reported less institutional support. All motivation measures were positively correlated to all beliefs regarding technology measures. However, a path model revealed that learning goal orientation and hope agency were the only measures that were significantly related to all beliefs regarding technology adoption. Hope pathways was only significantly related to comfort with technology, and self-efficacy was not significantly related to any of the beliefs regarding technology adoption. A discussion of the results and implications for practice follows the findings.
dc.format.extent 116 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational psychology
dc.subject.other Educational technology
dc.title Hope, self-efficacy, and learning goal orientation as a motivational system in the adoption of a learning management system among community college faculty
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline Educational Psychology (General Educational Psychology)
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account