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Expectancy Value Scale on Information Technology: A Validation Study

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Abstract

The present study validated the Expectancy Value Scale (EVS) for teachers regarding information technology. Participants were 866 teachers from 58 kindergartens in China. Based on a randomly split sample, we used one half (n = 433) for exploratory factor analysis, and anther half (n = 433) for confirmatory factor analysis. Both EFA and CFA results revealed that Expectancy and Value were distinguishable. Furthermore, latent factor means for the EVS were invariant across age (less than 30 years vs. 30 years and more) and education level (high school vs. bachelor’s or beyond). Finally, consistent with theoretical expectations, the EVS was negatively correlated with distractions while learning and applying information technology.

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Authors and Affiliations

  1. East China Normal University, Shanghai, China

    Jianxia Du

  2. University of Macau, Macau, China

    Jianxia Du & Fangtong Liu

  3. Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, P.O. Box 9727, Starkville, MS, 39762, USA

    Jianzhong Xu

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  1. Jianxia Du
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Du, J., Xu, J. & Liu, F. Expectancy Value Scale on Information Technology: A Validation Study. Asia-Pacific Edu Res 28, 447–455 (2019). https://doi.org/10.1007/s40299-019-00445-5

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