{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/19340"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/19340","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Marcu, Amber Diane"],"institution":"Virginia Tech","degree_name":"Ph. 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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."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. 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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."],"dc:description.degree":["Ph. D."],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:611"],"dc:identifier.uri":["http://hdl.handle.net/10919/19340"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["adoption","behavior","diffusion of innovations","Self-efficacy","change"],"dc:title":["Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:23Z"}