Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education
作者：
Highlights：
• Relationships among teacher, computer, and academic self-efficacy were tested.
• Explorations of these on attitude toward computer supported education were examined.
• Confirmatory factor analyses and the structural equation modeling were used.
• Teacher self-efficacy affected and explained computer, and academic self-efficacy.
• These three predicted attitude toward applying computer supported education.
摘要
•Relationships among teacher, computer, and academic self-efficacy were tested.•Explorations of these on attitude toward computer supported education were examined.•Confirmatory factor analyses and the structural equation modeling were used.•Teacher self-efficacy affected and explained computer, and academic self-efficacy.•These three predicted attitude toward applying computer supported education.
论文关键词：Teacher self-efficacy,Academic self-efficacy,Computer self-efficacy,Computer-supported education
论文评审过程：Received 19 April 2016, Revised 29 June 2016, Accepted 22 July 2016, Available online 31 July 2016, Version of Record 31 July 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.07.038
