Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Francisco D. Guillén‐Gámez · María Josefa Mayorga-Fernández

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Gender and Technology in Education Digital literacy in education Educational Innovations and Technology

Abstract

The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

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References

1984Empirical validation of affect, behavior, and cognition as distinct components of attitude.2016Gender and attitudes toward technology use: A meta-analysis 1969The relationship between the affective, behavioral, and cognitive components of attitude 2003It's all about attitude: revisiting the technology acceptance model 2016Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior 2018Examining High School Teachers' Attitudes towards ICT Use in Education 2008Two Types of Attitudes in ICT Acceptance and Use

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