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确定K-12教师使用数字教科书平台的行为意图的决定因素:SEM-fsQCA分析

Huanhuan Zhang¹, Hanqing Wu², Xiaoming Shi³

¹School of International Chinese Studies, Beijing Language and Culture University, Beijing, 100083, China.

Acta psychologica

|February 12, 2026

概括

教师采用数字教科书平台是复杂的,受到态度,规范和控制的影响. 主观规范,平台质量和系统因素显著影响K-12教师使用教育技术的行为意图.

科学领域:

教育技术的教育技术.
信息系统信息系统信息系统
行为科学行为科学

背景情况:

对于现代教育来说,K-12教师采用数字教科书平台至关重要.
了解影响这种采用因素对于有效的技术整合至关重要.
现有的模型需要整合,以捕捉教育环境中技术使用的复杂性.

研究的目的:

调查影响K-12教师使用Yuejiao Xiangyun数字教科书平台的行为意图的因素.
将刺激-有机体-反应 (S-O-R) 框架与计划行为理论 (TPB) 和德隆和麦克林 (D&M) 信息系统成功模型相结合.
提供对教师技术采用决策的全面了解.

主要方法:

一种混合方法方法,将结构方程建模 (SEM) 和模糊集定性比较分析 (fsQCA) 结合起来.
调查数据来自中国广东省的295名K-12教师.
分析平台质量,系统因素和教师特定的行为决定因素.

主要成果:

使用态度,主观规范和感知到的行为控制积极预测行为意图,主观规范是最有影响的.
平台质量 (教育系统和服务) 通过态度和主观规范影响意图;信息质量仅通过主观规范影响它.
确定了导致高行为意图的五个不同的配置,始终以主观规范作为核心条件.

结论:

教师使用数字教科书平台的意图是多种相互作用因素的结果,而不是单一的原因.
在S-O-R框架内集成的TPB-D&M模型有效地解释了K-12教师的技术采用意图.
为了促进采用,平衡机构期望与平台质量改进是促进采用的关键,需要在不同环境中进行进一步的研究.

关键词:

行为意图是一种行为意图.数字教科书平台数字教科书平台在K-12学校的教师.这就是SEM SEM.这就是为什么FSQCACA.

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