بررسی تأثیر متغیرهای فردی، سازمانی و فرهنگی بر پذیرش فن‌آوری اطلاعات در میان دبیران در قالب الگویابی علّی
الموضوعات :حسن قلاوندی 1 , فرشید اشرفی سلیم کندی 2 , سیما علی زاده 3
1 - دانشیار گروه مدیریت آموزشی، دانشگاه ارومیه، ارومیه، ایران
2 - دانشجوی دکتری مدیریت آموزشی، دانشگاه ارومیه، ارومیه، ایران
3 - مربی گروه علوم تربیتی، دانشگاه پیام نور، مرکز اشنویه، ایران
الکلمات المفتاحية: دبیران, پذیرش فن‌آوری اطلاعات, نفوذ اجتماعی, ابهام گریزی, الگویابی علی,
ملخص المقالة :
هدف پژوهش حاضر، بررسی عوامل فردی، سازمانی و فرهنگی مؤثر بر پذیرش فن‌آوری اطلاعات در میان دبیران در قالب یک الگوی علی بود. پژوهش حاضر، در زمره الگویابی علی قرار می‌گیرد که شامل تحلیل مسیر و مدلیابی معادلات ساختاری می‌شوند. جامعه آماری در این پژوهش، دبیران دوره متوسطه ناحیه یک شهر ارومیه، با حجم 260 نفر بودند. 150 نفر از آنها بر اساس جدول کرجسی و مورگان و به روش نمونه‌گیری خوشه‌ای انتخاب و به پرسش‌نامه‌ای متشکل از خرده مقیاس‌های تصمیم به استفاده، انتظار عملکرد، انتظار تلاش، نفوذ اجتماعی و شرایط تسهیل‌کننده، فردگرایی/ جمع‌گرایی، فاصله قدرت و ابهام‌گریزی، و مردانگی/ زنانگی پاسخ دادند. برای تجزیه و تحلیل داده‌ها، از الگویابی معادلات ساختاری بر اساس روش حداقل مجذورات جزیی (PLS) و آزمون تی تک متغیره برای بررسی وضعیت مؤلفه‌های فرهنگی و سازمانی استفاده شد. یافته‌ها نشان داد که انتظار عملکرد و تلاش، و نفوذ اجتماعی اثر مثبت و معنی‌دار بر تصمیم به استفاده از فن‌آوری اطلاعات دارند. شرایط تسهیل‌کننده و مردانگی/ زنانگی نیز اثر مثبت و معنی‌داری بر استفاده داشت. همچنین، اثر ابهام‌گریزی و فاصله قدرت نیز بر این متغیر منفی و معنی‌دار بود. اما اثر فردگرایی/ جمع‌گرایی بر این متغیر معنی‌دار نبود. در نهایت، مدل آزمون شده 27 درصد از تغییرات تصمیم به استفاده از رایانه و 19 درصد تغییرات استفاده را پیش‌بینی کرد.
Aegeai, M., Amani Sari Begloo, J., Khezri Azar, H., & Gholami, M. T. (2012). The mediating role of cognitive beliefs in individual and organizational factors associated with the adoption of information technology. Behavioral Sciences, 6(1), 1-10. (in Persian).
Amani Sari Begloo, J., Golam Ali Lavassani, M., Aegeai, J., & Khezri Azar, H. (2011). The relationship between cultural values and individual variables with the use of computers in students. Behavioral Sciences, 5(1), 1-10. (in Persian).
Atashak, M. (2007). Theoretical and practical of e-learning. Research and Planning in Higher Education, 13(1),156-135. (in Persian).
Ayati, M., Attaran, M., & Mehrmohammadi, M. (2007). Template editor ICT-based curricula (ICT) in teacher training. Curriculum Studies, 1(5), 55-80. (in Persian).
Bagheri, Kh. (2013). Smart school under scrutiny of interactional education. Growth of Tomorrow School, 10(71), 8-9. (in Persian).
Bazargan, A., Hejazi, Y., & Ishagi, F. (2007). The process of internal evaluation in university departments (Practical Guide). Tehran: Dooran Publication. (in Persian).
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Dolati, A., Jamshidi, L., & Amin Beidokhti, A. A. (2016). Essential features of the smart school teachers in the teaching E-learning process improvement. Teaching and Evaluation, 5(34), 77-96. (in Persian).
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Marketing Research, 18(1), 39-50.
Giddens, A. (2007). Sociology (Translated by Hassan Chavoshian). Tehran: Nei Publishing. (in Persian).
Gorban Jahromi, R. (2007). Relationship between achievement goals and epistemological beliefs and computer anxiety. Master's Thesis, Tehran: Tehran University. (in Persian).
Hofstede, G. (1980). Cultural consequences: International differences in work-related values. Beverly Hills, CA: Sage Publications.
Jung, I., & Lee, Y. (2013). YouTube acceptance by university educators and students: A cross-cultural perspective. Innovations in Education and Teaching International, 52(3), 243-253.
Lee, S., & Kim, B. G. (2009). Factors affecting the usage of intranet: A confirmatory study. Computers in Human Behavior, 25, 191-201.
Lim, C. P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Technology and Teacher Education, 14(1), 97-125.
Rahimi, M., & Yadollahi, S. (2011). The relationship between computer anxiety among high school students by field of study, sex and academic progress in English. Educational Innovations, 39 (10), 51-73.
Srite, M. (2000). The influence of national culture on the acceptance and use of information technologies: An empirical study. Dissertation, USA: Florida State University
Srite, M., & Karahanna, E. (2006). The role of espoused national cultural values in technology acceptance. MIS Quarterly, 30(3), 679-704.
Teo, T., & Noyes, J. (2012). Explaining the intention to use technology among pre-service teachers: A multi-group analysis of the unified theory of acceptance and use of technology. Interactive Learning Environments, DOI: 10.1080/10494820.2011. 641 674.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology. Towards a unified view. MIS Quarterly, 27(3), 425-478.
Wang, Y. S., & Shih, Y. W. (2009). Why do people use information kiosks? A validation of the unified theory of acceptance and use of technology. Government Information Quarterly, 26, 158-165.
_||_Aegeai, M., Amani Sari Begloo, J., Khezri Azar, H., & Gholami, M. T. (2012). The mediating role of cognitive beliefs in individual and organizational factors associated with the adoption of information technology. Behavioral Sciences, 6(1), 1-10. (in Persian).
Amani Sari Begloo, J., Golam Ali Lavassani, M., Aegeai, J., & Khezri Azar, H. (2011). The relationship between cultural values and individual variables with the use of computers in students. Behavioral Sciences, 5(1), 1-10. (in Persian).
Atashak, M. (2007). Theoretical and practical of e-learning. Research and Planning in Higher Education, 13(1),156-135. (in Persian).
Ayati, M., Attaran, M., & Mehrmohammadi, M. (2007). Template editor ICT-based curricula (ICT) in teacher training. Curriculum Studies, 1(5), 55-80. (in Persian).
Bagheri, Kh. (2013). Smart school under scrutiny of interactional education. Growth of Tomorrow School, 10(71), 8-9. (in Persian).
Bazargan, A., Hejazi, Y., & Ishagi, F. (2007). The process of internal evaluation in university departments (Practical Guide). Tehran: Dooran Publication. (in Persian).
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Dolati, A., Jamshidi, L., & Amin Beidokhti, A. A. (2016). Essential features of the smart school teachers in the teaching E-learning process improvement. Teaching and Evaluation, 5(34), 77-96. (in Persian).
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Marketing Research, 18(1), 39-50.
Giddens, A. (2007). Sociology (Translated by Hassan Chavoshian). Tehran: Nei Publishing. (in Persian).
Gorban Jahromi, R. (2007). Relationship between achievement goals and epistemological beliefs and computer anxiety. Master's Thesis, Tehran: Tehran University. (in Persian).
Hofstede, G. (1980). Cultural consequences: International differences in work-related values. Beverly Hills, CA: Sage Publications.
Jung, I., & Lee, Y. (2013). YouTube acceptance by university educators and students: A cross-cultural perspective. Innovations in Education and Teaching International, 52(3), 243-253.
Lee, S., & Kim, B. G. (2009). Factors affecting the usage of intranet: A confirmatory study. Computers in Human Behavior, 25, 191-201.
Lim, C. P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Technology and Teacher Education, 14(1), 97-125.
Rahimi, M., & Yadollahi, S. (2011). The relationship between computer anxiety among high school students by field of study, sex and academic progress in English. Educational Innovations, 39 (10), 51-73.
Srite, M. (2000). The influence of national culture on the acceptance and use of information technologies: An empirical study. Dissertation, USA: Florida State University
Srite, M., & Karahanna, E. (2006). The role of espoused national cultural values in technology acceptance. MIS Quarterly, 30(3), 679-704.
Teo, T., & Noyes, J. (2012). Explaining the intention to use technology among pre-service teachers: A multi-group analysis of the unified theory of acceptance and use of technology. Interactive Learning Environments, DOI: 10.1080/10494820.2011. 641 674.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology. Towards a unified view. MIS Quarterly, 27(3), 425-478.
Wang, Y. S., & Shih, Y. W. (2009). Why do people use information kiosks? A validation of the unified theory of acceptance and use of technology. Government Information Quarterly, 26, 158-165.
