The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effe...

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Detalles Bibliográficos
Autores principales: Zeng, Youlai, Wang, Yue, Li, Shunyu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9755589/
https://www.ncbi.nlm.nih.gov/pubmed/36532968
http://dx.doi.org/10.3389/fpsyg.2022.1091017
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author Zeng, Youlai
Wang, Yue
Li, Shunyu
author_facet Zeng, Youlai
Wang, Yue
Li, Shunyu
author_sort Zeng, Youlai
collection PubMed
description Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effect sizes with 7,777 subjects were obtained. Heterogeneity test illustrated that random effects model is appropriate. Funnel plot and Begg and Mazumdar's rank correlation test found there was no publication bias in this meta-analysis. After effect size test, it followed that teachers' information technology integration self-efficacy was significantly positively correlated with TPCK (r = 0.607, P < 0.001). The moderating effect test indicated that the relationship was moderated by the subjects' career stages, but not by gender, teaching stages, disciplines, and measurement tools.
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spelling pubmed-97555892022-12-17 The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis Zeng, Youlai Wang, Yue Li, Shunyu Front Psychol Psychology Using the method of meta-analysis, this study explored the relationship between teachers' self-efficacy and TPACK in the context of educational information technology integration and focused on the moderating variables that affect the relationship. Through literature search, 28 independent effect sizes with 7,777 subjects were obtained. Heterogeneity test illustrated that random effects model is appropriate. Funnel plot and Begg and Mazumdar's rank correlation test found there was no publication bias in this meta-analysis. After effect size test, it followed that teachers' information technology integration self-efficacy was significantly positively correlated with TPCK (r = 0.607, P < 0.001). The moderating effect test indicated that the relationship was moderated by the subjects' career stages, but not by gender, teaching stages, disciplines, and measurement tools. Frontiers Media S.A. 2022-12-02 /pmc/articles/PMC9755589/ /pubmed/36532968 http://dx.doi.org/10.3389/fpsyg.2022.1091017 Text en Copyright © 2022 Zeng, Wang and Li. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zeng, Youlai
Wang, Yue
Li, Shunyu
The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
title The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
title_full The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
title_fullStr The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
title_full_unstemmed The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
title_short The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
title_sort relationship between teachers' information technology integration self-efficacy and tpack: a meta-analysis
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9755589/
https://www.ncbi.nlm.nih.gov/pubmed/36532968
http://dx.doi.org/10.3389/fpsyg.2022.1091017
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