The relationship between personality and computer related attitudes of Israeli teachers

Katz, Yaacov J.; Offir, Baruch

doi:10.1016/s0167-9287(09)90015-2

Cited by 12 publications

(12 citation statements)

References 8 publications

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“…These relationships suggest a negative correlation between extraversion scores and computer-related attitudes. This is consistent with Bozeman's ( 1 9 78) findings which reported some degree of relationship between extraversion and apprehension of computer technology and with Iiatz and Offir's (1991) findings. On the other hand, Egg and Meschke (1989), Sigurdsson (1991), Katz and Francis (1995), Francis (1995) and Katz (1993) found neither a positive nor a negative relationship between extraversion and attitude towards computers.…”

Section: Introductionsupporting

confidence: 91%

“…These relationships suggest a negative correlation between neuroticism and computer-related attitudes. Although this hypothesis is supported by the findings of Sigurdsson (1991), Katz and Offir (1991) and Katz (1993), it is not, however, supported by Egg and Meschke (1989), by Katz and Francis (1995), or by Francis (1995) except in relationship to the specific construct of computer anxiety.…”

Section: Introductionmentioning

confidence: 88%

“…Egg and Meschlie (1989) administered the German translation of the Eysenck Personality Inventory to 63 fourteen to eighteen year old male adolescents in Germany. Katz and Offir (1991) administered the 90 item Eysenck Personality Questionnaire alongside a scale of attitude towards computers to 164 teachers in Israel. Katz (1993) administered the 48 item short form Revised Eysenck Personality Questionnaire together with a scale of attitude towards computers to 97 fourteen year old secondary school pupils in Israel.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between personality and attitudes towards computers: an investigation among female undergraduate students in Israel

Francis

Katz

Evans

1996

Brit J Educational Tech

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The relationship between yersorialitg mid attitiides tow a rds co n i p t e rs : a ri invest iga t io TI among fe ma1 e uridergmduate students in Israel The Rtvd Profimor Lrslie J Francis is the D ] J(iiries Professor of Pirstoral Theologg mid Manse1 Jorirs Ftd1ouJ irt Trinitg College Carmartlien arid Univrrsity of Walrs Lainpeter. IValc~s. Dr I'aacoi? J Kat: is tlii~ Deputy Dirrctor. School qf Education mil Head of' Educatioriul Studies at Bar-llan Uniwrsity. Israel. The Relid Tliorticis Evans is Seriior Lrcturer. Dt>pcirtment of' Theology and Religions Studies at Trinity C'ollqju CarmLrrthcri. Addrrss for corresporideiic~c: Ltdie J Francis, Trinity Collegr, Carmarthen. Dgf'ed SA 3 1 3EP UK. Trl: +44 (01267 237972:fnx: +44 (0)2h/" 2?0Y33 AbstractThe relationships between computer-related attitudes and the Eysenckian personality dimensions of extraversion, neuroticism and psychoticism are explored among a sample of 298 female students in Israel. The data demonstrate that more positive attitudes towards computers are associated with higher scores on the psychoticism scale and lower scores on the extraversion scale. There is no significant relationship between attitudes towards computers and scores on the neuroticism scale

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Section: Introductionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The relationship between personality and attitudes towards computers: an investigation among female undergraduate students in Israel

Francis

Katz

Evans

1996

Brit J Educational Tech

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“…In additional studies designed to examine student attitudes towards ICT use in leaming, Dunn and Ridgway (1991), Katz (1993), and Katz and Offir (1991) indicated that students at different Ievels in the educational system ( elementary, secondary and college) whose personalities were characterised by certain psycho-pedagogical attitudes, were favourable towards ICT use in the learning situation. Students typified by attitudes such as self-image, social-image, self-confidence, intemallocus of control, learning satisfaction, and motivation for study were more positive towards the utilisation of the different ICT modes and methodologies such as drill & practice, the use of spreadsheets and databases in the learning process than students not typified by the same attitudinal traits.…”

Section: Psycho-pedagogical Variablesmentioning

confidence: 99%

A Psycho-Pedagogical Model for ICT Use in the Educational Process

Katz

2002

Networking the Learner

Self Cite

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Empirical studies have indicated that the existence of certain psychopedagogical attitudes is important for the facilitation of positive ICT utilisation by both teachers and students. In addition, research fmdings clearly indicate that certain psycho-pedagogical attitudes of students and teachers can significantly facilitate the implementation and enhancement of preferred ICT methodologies. The present paper suggests the adoption of a psychopedagogical model which graphically presents those psycho-pedagogical attitudes that, according to both teachers and students, facilitate the implementation of ICT as weil as intrinsically enhance the quality of leaming and instruction in the school classroom. The implementation of this model could improve the utilisation of ICT methodologies in learning and instruction by providing a flexible and positive psycho-pedagogical environment in the classroom. This could welllead to positive educational developments in the digital age and facilitate an improvement in the educational process when utilising sophisticated technologies for leaming and instruction.

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“…Such beliefs that extroversion may help or hinder developing second/foreign language skills as Stern (1983) maintains may be only half-truth, but they provide the stimulus for systematic investigations such as this current research. Teachers with different personalities show different willingness towards computer usage (Katz & offir, 1991). Therefore, because of the dissimilarities among teachers, they will be different in ICT adoption (McKenzie, 1993;Passey and Samways, 1997).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Second Language Teaching

白洁¹

Encyclopedia of Arabic Language and Linguistics

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Nowadays technology has practically changed every aspect of language teaching. There are numerous studies focusing on the personality traits of students or other internet users towards the internet utilization. Nonetheless, little research has examined the personality traits of teachers towards using computers for educational purposes especially in the Malaysian context. The purpose of this study was to investigate the motivation and personality traits of TESL postgraduate students in Malaysia towards information and communications technology (ICT) usage in second language teaching. In addition, the relationships between the independent variables (motivation, and personality traits) and the dependent variable (ICT usage) were explored. Then a descriptive-correlational research was employed. A questionnaire survey was developed, reviewed by a panel of experts and its validity and reliability were verified through a pilot study. For the survey, 89 TESL postgraduate students were randomly selected. Moreover, follow-up semi-structured interviews were conducted to strengthen the questionnaire survey results. The results indicated that English teachers have high levels of ICT utilization in the general software applications such as Internet, E-mail, presentation, word processing and office work and low levels of ICT usage for specialized software applications such as authoring, graphics and simulations. The results also showed that the participating teachers were highly motivated in teaching language with computers. Furthermore, the results related to the participants' personality traits indicated that they were highly extrovert, agreeable, conscientious, open and moderately neurotic towards ICT usage. The findings of correlation analysis proved that the surveyed teachers' motivation received a slightly moderate and positive relationship with ICT usage. Additionally, the findings of the Pearson correlation coefficient for the relationship between teachers' personality traits and ICT usage showed that generally no correlation exist between the overall personality and ICT usage. In particular the findings showed that only extroverts had a slightly moderate and positive correlation with ICT usage. The interviews responses also verified the questionnaire results. The research results suggest that to develop ICT integration in the educational processes, teacher training computer skills and increasing the computer facilities at schools are required. Finally, implications, and recommendations for future research are discussed.

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The relationship between personality and computer related attitudes of Israeli teachers

Cited by 12 publications

References 8 publications

The relationship between personality and attitudes towards computers: an investigation among female undergraduate students in Israel

The relationship between personality and attitudes towards computers: an investigation among female undergraduate students in Israel

A Psycho-Pedagogical Model for ICT Use in the Educational Process

Second Language Teaching

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