期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：10
页码：1-17
DOI：10.29333/ejmste/93379
出版社：Pamukkale Univ Dept Sci Education
摘要：This study aimed at determining the relationships among teachers’ beliefs about,
attitudes toward, and intention to use technology-based assessments (TBAs). These
relationships were also compared among teachers with different degrees of usage.
Based on the decomposed theory of planned behavior, this study collected
questionnaire data from 494 high-school teachers who were classified into 3 groups:
frequent users, occasional users, and nonusers. The results indicated that the models
for the frequent and occasional users were similar, and confirmed the effects of attitude
on the intention of teachers to use TBAs. However, perceived behavior control and
subjective norms did not influence the intention of the included teachers.
关键词：teacher beliefs; teacher education; technology-based assessments;
decomposed theory of planned behavior model
