Current Search: Teaching -- Psychological aspects (x)
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(1 - 12 of 12)
- Title
- Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants.
- Creator
- Onyejuruwa, Francesca I., Dormire, Sharon, Florida Atlantic University, Christine E. Lynn College of Nursing
- Abstract/Description
-
The purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured...
Show moreThe purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured. A convenient sample of nursery and postpartum nurses was recruited from two hospitals within a healthcare system. The nurses completed the consents and the surveys online via Survey Monkey®. Instruments used in the survey included a demographic, knowledge, and caring questionnaires. The participants’ inclusion criteria were nurses who have: a) completed at least one year experience working with well newborns, b) attended the educational intervention, and c) completed tests at the three intervals. SPSS for Windows (version 21) was used to analyze data using statistical techniques and ANOVA repeated measures. Study findings support improved knowledge for all participants; however, there was decreased retention of knowledge noted one month later. There was a 37% increase in knowledge from the baseline mean scores to the posttest mean scores (52% to 89%), although there was a 20% knowledge decrease from the posttest to one month later (89%- 69%). There remained a true knowledge gain since knowledge increased between the baseline measurements to the 1-month follow-up assessment (52% to 69%). Infant outcomes related to hyperbilirubinemia and dehydration also demonstrated patterns of improvement in the direction of statistical significance. The study added to the body of nursing science regarding educational intervention as a tool in increasing nurses’ knowledge.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004145, http://purl.flvc.org/fau/fd/FA00004145
- Subject Headings
- Maternity nursing -- Psychological aspects, Neonatal nursing -- Psychological aspects, Nursing -- Study and teaching, Perinatal nursing -- Psychological aspects
- Format
- Document (PDF)
- Title
- Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.
- Creator
- Rodriguez, Christine N., Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of...
Show moreThis study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004660, http://purl.flvc.org/fau/fd/FA00004660
- Subject Headings
- Effective teaching, Expertise, Performance -- Psychological aspects, Teacher educators, Teachers -- Training of, Teaching -- Psychological aspects
- Format
- Document (PDF)
- Title
- System justification requires psychological proximity.
- Creator
- Martens, Nicholas J., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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System justification theorists have proposed that people will defend one's circumstances, even if they inflict psychological and material costs. This tendency has been found to extend even to outcomes that have not yet been decided, but are perceived as being likely; however, this research has only examined outcomes that will be decided on in the near future. According to Construal Level Theory (CLT), distant future events are represented primarily according to their essential features, while...
Show moreSystem justification theorists have proposed that people will defend one's circumstances, even if they inflict psychological and material costs. This tendency has been found to extend even to outcomes that have not yet been decided, but are perceived as being likely; however, this research has only examined outcomes that will be decided on in the near future. According to Construal Level Theory (CLT), distant future events are represented primarily according to their essential features, while thoughts about temporally near events are more concrete and contextual. We hypothesized that system justification results from the motivational impact of low-level thinking, and so would be expected to occur for near-future, but not distant-future, outcomes. Consistent with our hypothesis, our Main Study found evidence of system justification only when outcomes were to be decided in the near future. Distant future outcomes, in contrast, were viewed as being more undesirable as they became increasingly likely.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186299
- Subject Headings
- Motivation (Psychology), Social service, Psychological aspects, Resilience (Personality trait), Affect (Psychology), Study and teaching
- Format
- Document (PDF)
- Title
- Researching first-year student learning and “self- directed” revision.
- Creator
- Schattinger, Linzi, Hinshaw, Wendy, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
- Abstract/Description
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This thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing...
Show moreThis thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing process more astutely, but it is also a fundamental component to the self-identification process from which the writer draws inspiration. This thesis is structured into four main sections: (1) Introduction, referring to aim and methodology; (2) Chapter 1, addressing the importance of “self-directed” revision; (3) Chapter 2, a case study presenting first-year student responses to writing and revision; (4) Conclusion, discussing the relevance of implementing a strategic and shared value approach to first-year composition revision assignments.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004407, http://purl.flvc.org/fau/fd/FA00004407
- Subject Headings
- Authhorship, Creative writing, English language -- Rhetoric -- Study and teaching, Self identity (Psychology), Writing -- Psychological aspects
- Format
- Document (PDF)
- Title
- A study of persistence of undergraduate women majoring in engineering and math.
- Creator
- Pena-Lopez, Jessica., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods...
Show moreThe purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods were utilized to collect and analyze data from the three sites. Factor analysis and logistic regression were used to analyze the quantitative data. The quantitative data retrieved from the survey instrument revealed that participants who were self motivated, felt they had a safe learning environment, and were engaged by the university were more likely to persist in engineering and math. Additionally, the survey revealed that race and ethnicity does not predict persistence of undergraduate women maj oring in engineering and math. Qualitative analysis of open-ended survey questions revealed that the most important factor that helps female students persist in engineering and math major was self-confidence and determination. They also indicated that discrimination and stereotyping were the most difficult factors for female students to overcome. To enable more women to be successful in the pursuit of a engineering or math degree, participants made an overwhelming reference to intervention as student engagement., Student engagement consists of the following: outreach programs, support programs, study groups, homework sessions, women clubs, engineering or math clubs, math and sciences activities, math and science tours, engineering and math societies, educational programs focusing on engineering and math, online courses, women organizations in STEM, positive role models, female teachers, women mentors, exposure to engineering and math, and expanding the career outlooks of young women. They suggested that student engagement must start early and must be continuous throughout every level of the educational pathway and professional life. Recommendations are provided for policymakers and university administrators to continue supporting women majoring in EM and to increase awareness and access that encourage persistence of women in the pursuit of EM career goals.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333307
- Subject Headings
- Women in engineering, Women in mathematics, Women, Education (Higher), Engineering, Study and teaching, Psychological aspects, Mathematics, Study and teaching, Psychological aspects
- Format
- Document (PDF)
- Title
- SELECTED SOCIOPSYCHOLOGICAL ATTITUDES ASSOCIATED WITH FOREIGN LANGUAGE INSTRUCTION IN HIGH SCHOOL AND POSTSECONDARY STUDENTS.
- Creator
- AKE, CATHERINE ANN., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie,...
Show moreThe purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie, ethnocentrism, and attitude toward Hispanics; a semantic differential scale, to elicit stereotypes of Americans, Spaniards, Cubans, Puerto Ricans, and Mexicans. Data obtained were analyzed by one-way analyses of variance, correlation and t-tests for significance, and the orthogonal comparison method. Results included the following: The university students did not change attitudes significantly on any variable tested. The junior college students' attitudes improved significantly toward Mexicans. The high school students' attitudes toward Hispanics in general and toward Mexicans in particular declined significantly. For the total sample, there was a significant trend toward anomie following instruction, but there was no change in ethnocentrism. A significant positive relationship existed between these two variables prior to instruction; no significant relationship existed afterward. Stereotypes elicited rated Americans most favorably followed by Spaniards. There were no significant differentiations made between the other three groups. It was concluded that instruction in Spanish neither improved overall attitude toward Hispanics nor decreased ethnocentrism. Nevertheless, it was found that the high school students' attitudes were flexible and susceptible to change. Recommendations included the reassessment of affective goals in foreign language instruction and the development of cultural awareness units to be incorporated into the curriculum.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11796
- Subject Headings
- Spanish language--Study and teaching--Psychological aspects, Spanish language--Study and teaching--Florida, Students--Attitudes
- Format
- Document (PDF)
- Title
- The clinical scholar model: a strategy to bridge the theory-practice gap.
- Creator
- Arnold, Kathryn., Christine E. Lynn College of Nursing
- Abstract/Description
-
The purpose of this study was to evaluate student outcomes following implementation of a clinical scholar model of clinical education in one of four placement sites of a college of nursing grounded in a caring philosophy. The question guiding the study was to determine if the clinical scholar model has an influence on student perceptions and outcomes when used with second-degree accelerated BSN students. Watson's Human Caring theory, based on ten caritas processes, serves as the theoretical...
Show moreThe purpose of this study was to evaluate student outcomes following implementation of a clinical scholar model of clinical education in one of four placement sites of a college of nursing grounded in a caring philosophy. The question guiding the study was to determine if the clinical scholar model has an influence on student perceptions and outcomes when used with second-degree accelerated BSN students. Watson's Human Caring theory, based on ten caritas processes, serves as the theoretical framework for this study (Watson, 2007). A sequential mixed-methods approach that combined quantitative and qualitative data collection techniques was implemented using a pre-experimental, post-test only design with non-equivalent groups to determine differences between the Traditional Model (TM) and Clinical Scholar Model (CSM) in clinical nursing education... Limitations of this study include low sample size and are partially due to limitations of the class size and low survey participation. Additionally, only CSM students attended a focus group, which prevented comparisons of qualitative feedback between groups. Even with these limitations, CSM students scored as well or better than TM students, indicating that the CSM could be a viable model for nursing clinical education.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/FAU/3360742
- Subject Headings
- Nursing, Study and teaching, Nursing, Philosophy, Evidence-based nursing, Nursing, Psychological aspects
- Format
- Document (PDF)
- Title
- comparative study of current practices of selected university-based children’s chorus directors in relation to arts integration.
- Creator
- Brown, Sally C., Fleitas, Patricia P., Dorothy F. Schmidt College of Arts and Letters, Department of Music
- Abstract/Description
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There is limited research available focusing on arts integration at the secondary school level and even less on a children’s chorus curriculum. Therefore, the aim of this qualitative study is to investigate the application of arts integration in a university-based children’s chorus based on historical research, rehearsal observations, and interviews of practicing children’s chorus directors. The pedagogical practices and philosophies of three prominent children’s chorus directors, Robyn Lana,...
Show moreThere is limited research available focusing on arts integration at the secondary school level and even less on a children’s chorus curriculum. Therefore, the aim of this qualitative study is to investigate the application of arts integration in a university-based children’s chorus based on historical research, rehearsal observations, and interviews of practicing children’s chorus directors. The pedagogical practices and philosophies of three prominent children’s chorus directors, Robyn Lana, Henry Leck, and Ann Small were conducted to understand the relationship between arts integration theory and practice in their respective children’s choruses. The criteria used to select the participants of this study is based upon their tenure in the field of choral music education, national and international recognition, their publications on music education for children, and their expertise on the child and adolescent singing voice. One of the principal objectives of this study is to discover if the participants are currently implementing arts integration in their respective children’s choruses and, if not, would they be amenable to implementing this type of pedagogy? The study’s research criteria focuses on two possible factors: 1) the expectations of a high level of artistic performance that could affect time availability presenting obstacles to implementing arts integration, and 2) identifying the philosophy and practice towards arts integration amongst the selected children’s chorus directors. The study suggests that a choral curriculum based on arts integration does not appear to diminish or interfere with the rehearsal process in preparation for the choral performance but rather, enhance the total learning and performance outcomes. Research data also suggests the need for materials and resources to assist with the application of an arts integrated curriculum. The three participants acknowledge the value of this type of pedagogy as well as the significance of future research to aid in applying this methodology. Sample lesson plans and choral literature representative of repertoire conducive to creating lesson plans based on arts integration strategies are found in the appendices. However, additional qualitative and quantitative studies are needed to promote arts integration at the secondary choral level.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004009
- Subject Headings
- Aesthetics -- Psychological aspects, Arts -- Study and teaching, Interdisciplinary approach in education, Oral interpretation of music
- Format
- Document (PDF)
- Title
- The student's experience of learning caring in a college of nursing grounded in a caring philosophy.
- Creator
- Drumm, Judith T., Florida Atlantic University, Chase, Susan
- Abstract/Description
-
Caring has been identified as an essential value for baccalaureate education across all programs of study. The purpose of this phenomenological research study was to investigate the lived experience of students learning caring in a college of nursing grounded in a caring philosophy. The question guiding the research was: "What is the student's experience of learning caring in a college of nursing that has caring as a central tenet in its philosophy?" This study was guided by the caring...
Show moreCaring has been identified as an essential value for baccalaureate education across all programs of study. The purpose of this phenomenological research study was to investigate the lived experience of students learning caring in a college of nursing grounded in a caring philosophy. The question guiding the research was: "What is the student's experience of learning caring in a college of nursing that has caring as a central tenet in its philosophy?" This study was guided by the caring theories of Boykin and Schoenhofer (2001), Roach (2002), and the philosopher Mayeroff (1971). The researcher interviewed seven senior baccalaureate student nurses attending a public university. The nursing program at this university was grounded in a caring philosophy. The research questions explored the students' experiences of learning caring at this school of nursing. One student shared this thought with the researcher, "I knew who I was and I knew I could care about people, but I didn't know how to use caring in nursing. The educational process helped me to transfer caring to nursing." Transcripts of the audiotaped interviews were analyzed using Colaizzi's seven-step methodology. Two major themes and six sub-themes related to learning caring emerged and an exhaustive description of the students learning of caring in a caring based curriculum was developed. The two major themes identified were: Innate Knowing of Self as Caring, and Caring in the Curriculum. The first major theme of Innate Knowing of Self as Caring is supported by the sub-themes: Being present for the patient, Being open to reshape the patient's experience, and Enhanced capacity to care. The second major theme of Caring in the Curriculum is supported by the sub-themes: Clinical experiences are valuable to learning, Doing little things to express caring, and Learning activities facilitated understanding caring. Descriptions of the two major themes and six sub-themes were portrayed with verbatim stories told to the researcher by the student participants. Finally, implications for nursing education, research, practice, theory, and policy are presented for the reader.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12215
- Subject Headings
- Nursing--Study and teaching (Graduate), Nursing--Psychological aspects, Nurse and patient, Nursing--Philosophy
- Format
- Document (PDF)
- Title
- The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
- Creator
- Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
- Subject Headings
- Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
- Format
- Document (PDF)
- Title
- The emotional experience of language in English Spanish bilinguals.
- Creator
- Velez Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Bilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and...
Show moreBilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and Spanish)and two sensory modalities (Visual and auditory). The differences in valence scores in Spanish (L1) and English (L2) were expected to be significantly higher when presented aurally than when presented visually. Additionally, taboo words were expected to yield larger differential scores than negative and positive words. The 2 X 3 general linear model (GLM) revealed no significant effect of sensory modality but a significant effect of word type. Additional analyses of the influence of language and sensory modality within each word category resulted in significant differences in ratings between languages. Positive word ratings were higher (more positive) in English than in Spanish.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004417
- Subject Headings
- Bilingualism -- Psychological aspects, Education, Bilingual, Emotions, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Psycholinguistics, Second language acquisition
- Format
- Document (PDF)
- Title
- Why College Undergraduates Intend to Pursue the Information Technology Major: A Multi-theoretical Perspective.
- Creator
- Heinze, Nathan D., Hu, Qing, Florida Atlantic University
- Abstract/Description
-
The purpose of this study is to explore environmental and personal factors that may influence college undergraduates' decisions to pursue a major in information technology. These factors include self-efficacy, outcome expectations, personality traits, interest in computers, attitudes, subjective norm, perceived behavioral control, and perceived IT job availability. The paper develops and tests a theoretical model based on social cognitive theory and the theory of planned behavior, and also...
Show moreThe purpose of this study is to explore environmental and personal factors that may influence college undergraduates' decisions to pursue a major in information technology. These factors include self-efficacy, outcome expectations, personality traits, interest in computers, attitudes, subjective norm, perceived behavioral control, and perceived IT job availability. The paper develops and tests a theoretical model based on social cognitive theory and the theory of planned behavior, and also incorporates the five factor model of personality. The intent of this study is to extend the social cognitive theory and theory of planned behavior literatures by expanding their application to IT career choice issues and by including personality traits as additional factors. The latter addition also indicates a unique application of the five factor personality model, as it is rarely used in concert with self-efficacy, outcome expectations, and broad environmental factors such as job market demands. A multi-section survey was administered to college undergraduates at four large universities in the southeastern United States. Analysis of the data results showed that college undergraduates with positive attitudes towards the IT major and high perceived behavioral control regarding the IT major had a greater intention of pursuing IT. The study also found positive links between 1) computer self-efficacy and self-evaluating outcome expectations regarding an IT career, 2) computer self-efficacy and perceived behavioral control, and 3) self-evaluating outcome expectations and attitudes towards the IT major. In addition, personality traits moderated a number of model relationships. Finally, it was found that males were significantly more likely to choose IT than females and scored higher on computer self-efficacy, self-evaluating outcome expectations, attitudes towards the IT major, interest in computers, and perceived behavioral control. The results and contributions of the study are discussed and recommendations are made for future research.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000304
- Subject Headings
- Education, Higher--United States, Information technology--Study and teaching--United States, Educational psychology--United States, Academic achievement--Psychological aspects
- Format
- Document (PDF)
