dc.contributor.author	Marcu, Amber Diane	en
dc.contributor.committeechair	Cennamo, Katherine S.	en
dc.contributor.committeemember	Evans, Michael A.	en
dc.contributor.committeemember	Doolittle, Peter E.	en
dc.contributor.committeemember	Moore, David M.	en
dc.contributor.department	Teaching and Learning	en
dc.date.accessioned	2013-04-24T08:00:28Z	en
dc.date.available	2013-04-24T08:00:28Z	en
dc.date.issued	2013-04-23	en
dc.description.abstract	In 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
dc.description.degree	Ph. D.	en
dc.format.medium	ETD	en
dc.identifier.other	vt_gsexam:611	en
dc.identifier.uri	http://hdl.handle.net/10919/19340	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	adoption	en
dc.subject	behavior	en
dc.subject	diffusion of innovations	en
dc.subject	Self-efficacy	en
dc.subject	change	en
dc.title	Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education

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