{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1771"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1771","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology","abstract":"As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom (Bitter & Pierson, 2001; Oppenheimer, 2003). However, literature is mixed on whether technology impacts the learner positively or negatively (Brusca, 1991; Cassil, 2005; Cuban & Cuban, 2009; Kulik, 2003; Li & Ma, 2010; Strong, Torgerson, Torgerson, & Hulme, 2011; Torgerson et al., 2004; Waxman, Connell, & Gray, 2002). A number of researchers state that technology in schools can have a positive impact on achievement (Brusca, 1991; Cuban & Cuban, 2009; Li & Ma, 2010) while other researchers concluded that the distractions provided by technology decrease achievement and the habits it instills are harming students’ development, both academically and socially (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Various findings on the impact of technology as it relates to learning achievement suggest that there is a variable beyond the technology itself that may affect student learning (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Despite a large amount of literature on the impact of technology on educational achievement, there is a lack of literature related to the impact of technological approaches on learner self-efficacy, a strong predictor of achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). This study aimed to fill the gap by determining if a relationship exists between students’ academic, social, and emotional self-efficacy and their classroom’s approach to integrating technology. Classrooms involved in the study where separated based on their approach to integrating technology and assessments where administered to each student. The first assessment was a specialized measure of self-efficacy, developed by Peter Muris (2001). The second was a measurement of technological competence, developed by the researcher. The results of the study showed significant relationships between self-efficacy and several factors involved in integrating technology.","abstract_html":"As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom (Bitter & Pierson, 2001; Oppenheimer, 2003). However, literature is mixed on whether technology impacts the learner positively or negatively (Brusca, 1991; Cassil, 2005; Cuban & Cuban, 2009; Kulik, 2003; Li & Ma, 2010; Strong, Torgerson, Torgerson, & Hulme, 2011; Torgerson et al., 2004; Waxman, Connell, & Gray, 2002). A number of researchers state that technology in schools can have a positive impact on achievement (Brusca, 1991; Cuban & Cuban, 2009; Li & Ma, 2010) while other researchers concluded that the distractions provided by technology decrease achievement and the habits it instills are harming students’ development, both academically and socially (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Various findings on the impact of technology as it relates to learning achievement suggest that there is a variable beyond the technology itself that may affect student learning (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Despite a large amount of literature on the impact of technology on educational achievement, there is a lack of literature related to the impact of technological approaches on learner self-efficacy, a strong predictor of achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). This study aimed to fill the gap by determining if a relationship exists between students’ academic, social, and emotional self-efficacy and their classroom’s approach to integrating technology. Classrooms involved in the study where separated based on their approach to integrating technology and assessments where administered to each student. The first assessment was a specialized measure of self-efficacy, developed by Peter Muris (2001). The second was a measurement of technological competence, developed by the researcher. The results of the study showed significant relationships between self-efficacy and several factors involved in integrating technology.","abstract_has_math":false,"creators":["Vance, Ross Ian"],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Crawford, Elizabeth K.","Rausch, David W.; Rutledge, Valerie C.; Bernard, Hinsdale","College of Health, Education, and Professional Studies"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:46:59Z","subjects":["Educational technology -- Case studies","Academic achievement"],"languages":["English","eng"],"rights":[],"rights_urls":["https://rightsstatements.org/page/InC/1.0/?language=en"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/609","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Crawford, Elizabeth K.","Rausch, David W.; Rutledge, Valerie C.; Bernard, Hinsdale","College of Health, Education, and Professional Studies"]},{"key":"dc:creator","label":"Author","values":["Vance, Ross Ian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-08-01T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"]},{"key":"dc:relation","label":"Dc Relation","values":["Masters Theses and Doctoral Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral dissertations","Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational technology -- Case studies","Academic achievement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://rightsstatements.org/page/InC/1.0/?language=en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.utc.edu/theses/609"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Dept. of Education","Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."]},{"key":"dc:description.abstract","label":"Abstract","values":["As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom (Bitter & Pierson, 2001; Oppenheimer, 2003). However, literature is mixed on whether technology impacts the learner positively or negatively (Brusca, 1991; Cassil, 2005; Cuban & Cuban, 2009; Kulik, 2003; Li & Ma, 2010; Strong, Torgerson, Torgerson, & Hulme, 2011; Torgerson et al., 2004; Waxman, Connell, & Gray, 2002). A number of researchers state that technology in schools can have a positive impact on achievement (Brusca, 1991; Cuban & Cuban, 2009; Li & Ma, 2010) while other researchers concluded that the distractions provided by technology decrease achievement and the habits it instills are harming students’ development, both academically and socially (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Various findings on the impact of technology as it relates to learning achievement suggest that there is a variable beyond the technology itself that may affect student learning (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Despite a large amount of literature on the impact of technology on educational achievement, there is a lack of literature related to the impact of technological approaches on learner self-efficacy, a strong predictor of achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). This study aimed to fill the gap by determining if a relationship exists between students’ academic, social, and emotional self-efficacy and their classroom’s approach to integrating technology. Classrooms involved in the study where separated based on their approach to integrating technology and assessments where administered to each student. The first assessment was a specialized measure of self-efficacy, developed by Peter Muris (2001). The second was a measurement of technological competence, developed by the researcher. The results of the study showed significant relationships between self-efficacy and several factors involved in integrating technology."]},{"key":"dc:title","label":"Title","values":["A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology"]}]}],"canonical_facts":{"dc:contributor":["Crawford, Elizabeth K.","Rausch, David W.; Rutledge, Valerie C.; Bernard, Hinsdale","College of Health, Education, and Professional Studies"],"dc:creator":["Vance, Ross Ian"],"dc:date":["2019-08-01T07:00:00Z"],"dc:description":["Dept. of Education","Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."],"dc:description.abstract":["As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom (Bitter & Pierson, 2001; Oppenheimer, 2003). However, literature is mixed on whether technology impacts the learner positively or negatively (Brusca, 1991; Cassil, 2005; Cuban & Cuban, 2009; Kulik, 2003; Li & Ma, 2010; Strong, Torgerson, Torgerson, & Hulme, 2011; Torgerson et al., 2004; Waxman, Connell, & Gray, 2002). A number of researchers state that technology in schools can have a positive impact on achievement (Brusca, 1991; Cuban & Cuban, 2009; Li & Ma, 2010) while other researchers concluded that the distractions provided by technology decrease achievement and the habits it instills are harming students’ development, both academically and socially (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Various findings on the impact of technology as it relates to learning achievement suggest that there is a variable beyond the technology itself that may affect student learning (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Despite a large amount of literature on the impact of technology on educational achievement, there is a lack of literature related to the impact of technological approaches on learner self-efficacy, a strong predictor of achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). This study aimed to fill the gap by determining if a relationship exists between students’ academic, social, and emotional self-efficacy and their classroom’s approach to integrating technology. Classrooms involved in the study where separated based on their approach to integrating technology and assessments where administered to each student. The first assessment was a specialized measure of self-efficacy, developed by Peter Muris (2001). The second was a measurement of technological competence, developed by the researcher. The results of the study showed significant relationships between self-efficacy and several factors involved in integrating technology."],"dc:identifier":["https://scholar.utc.edu/theses/609"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["https://rightsstatements.org/page/InC/1.0/?language=en"],"dc:subject":["Educational technology -- Case studies","Academic achievement"],"dc:title":["A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology"],"dc:type":["Doctoral dissertations","Text"]},"updated_at":"2026-07-24T05:46:59Z"}