Motivational factors predicting ICT literacy: First evidence on the structure of an ICT motivation inventory
Computers & Education Volume 108, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
The ability to use information and communication technologies (ICT) is essential for private and vocational participation in society. Although motivational facets play an important role in developing ICT knowledge and skills, only few studies assessing computer-related knowledge and skills present a comprehensive concept on these motivational facets. This article addresses this issue by presenting the construction and first validation of an ICT motivation inventory on the basis of social cognitive theory. The focus of this newly developed concept is to predict computer-related knowledge and skills. Its theoretically deduced dimensions of three ICT-related usage motives (instrumental, hedonic and social interaction), ICT-related selfefficacy, and ICT-related self-regulation were analyzed in a study assessing N = 323 German students between 16 and 27 years of age. Confirmatory factor analyses supported the assumed dimensional structure in the form of a hierarchical five-factor model. The reliability and construct validity of the measure were explored. As expected, the ICT motivation inventory dimensions were related to individual differences in ICT Literacy and relevant person characteristics (social background, need for cognition).
Senkbeil, M. & Ihme, J.M. (2017). Motivational factors predicting ICT literacy: First evidence on the structure of an ICT motivation inventory. Computers & Education, 108(1), 145-158. Elsevier Ltd.
Cited ByView References & Citations Map
Alison Egan, Marino Institute of Education, Ireland; Ann FitzGibbon, Keith Johnston & Elizabeth Oldham, Trinity College Dublin, the University of Dublin, Ireland
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1803–1812
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