The Development, Validation, and Analysis of Measurement Invariance of the Technology Acceptance Measure for Preservice Teachers (TAMPST)

Autor/in	Teo, Timothy
Titel	The Development, Validation, and Analysis of Measurement Invariance of the Technology Acceptance Measure for Preservice Teachers (TAMPST)
Quelle	In: Educational and Psychological Measurement, 70 (2010) 6, S.990-1006 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164410378087
Schlagwörter	Preservice Teachers; Computer Attitudes; Attitude Measures; Test Validity; Measurement; Statistical Analysis; Scores; Factor Structure; Test Construction; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Testvalidität; Messverfahren; Statistische Analyse; Faktorenstruktur; Testaufbau; Ausland; Singapur
Abstract	This article describes the development, validation, and measurement invariance of scores from a survey designed to measure preservice teachers' reported acceptance of technology. Drawing from conceptual models in the areas of information systems and technology acceptance, a five-factor Technology Acceptance Measure for Preservice Teachers (TAMPST) was developed and validated. The factors in the TAMPST are perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitudes toward computer use. Using three studies and a combined sample of 759 preservice teachers, data were obtained and analyzed to examine for factorial validity of the TAMPST scores. In addition, tests of measurement invariance were conducted to ensure that the scores obtained from the TAMPST were generalizable between graduate and nongraduate preservice teachers. This study resulted in a 16-item five-factor measure to assess the technology acceptance of preservice teachers. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10