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dc.contributor.authorMarcu, Amber Dianeen_US
dc.date.accessioned2013-04-24T08:00:28Z
dc.date.available2013-04-24T08:00:28Z
dc.date.issued2013-04-23en_US
dc.identifier.othervt_gsexam:611en_US
dc.identifier.urihttp://hdl.handle.net/10919/19340
dc.description.abstractIn this research, it was proposed that self-efficacy is the missing underlying psychological factor in innovation diffusion models of higher education. This is based upon research conducted in the fields of innovation-diffusion in higher education, technology adoption, self-efficacy, health and behavioral change. It was theorized that if self-efficacy is related to adoption, it could provide a quick-scoring method for adoption efficiency and effectiveness that would be easy to administer. The innovation-diffusion model used in this study was Hall and Hord\'s (1987) Concerns Based Adoption Model (CBAM) and it\'s Seven Stages of Concern (SoC) About an Innovation. The SoC measures a user\'s perception of"and concerns about"an innovation over time.  The self-efficacies under study were general, teaching, and technology.  The scales used in this research instrument were Chen\'s New General Self-Efficacy (NGSE), Prieto\'s College Teaching Self-Efficacy Scale (CTSES), and Lichty\'s Teaching with Technology Self-efficacy scale (MUTEBI), respectively.  This research hoped to uncover a relationship between self-efficacies and a Stage of Concern in the adoption of an instructional technology innovation, Google Apps for Education, at a large university institution.  Over 150 quantitative responses were collected from a pool of 1,713 instructional faculty between late Fall 2012 and early Spring 2013 semesters.  The response group was not representative of the larger population. Forty-six percent represented non-tenure track faculty compared to the expected 19 percent.  Analysis using nominal logistic regression between self-efficacy and Stages of Concern revealed that no statistically significant relationship was found.  Of note is that nearly all participants could be classified as being in the early-stages of an innovation adoption, possibly skewing the overall results.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectadoptionen_US
dc.subjectbehavioren_US
dc.subjectdiffusion of innovationsen_US
dc.subjectself-efficacyen_US
dc.subjectchangeen_US
dc.titleRelationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Educationen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairCennamo, Katherine S.en_US
dc.contributor.committeememberEvans, Michael A.en_US
dc.contributor.committeememberDoolittle, Peter E.en_US
dc.contributor.committeememberMoore, David Michaelen_US


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