组态视域下学前教师数字技术采纳行为意向诱发机制研究——基于模糊集的定性比较分析(fsQCA)

Research on Inducing Mechanism of Pre-school Teachers’Behavioral Intention of Digital Technology Adoption from Perspective of Configuration——Qualitative Comparative Analysis Based on Fuzzy Sets(fsQCA)

学前教师技术采纳行为意向是数字技术能否与保育教育整合的首道“门槛”,其诱发机制是多因素不同条件耦合的过程。针对多因素“竞争效应”被注重而“协同效应”关照缺失的问题,研究从整体组态视角,采用模糊集定性比较分析(fsQCA)方法,基于技术接受和使用统一理论与发展适宜性实践,构建了包括感知有用性、感知易用性、社会影响、便利条件、自我效能感、工作年级等因素在内的采纳行为意向因果解释模型。通过对S省的401名学前教师进行调查发现:感知有用性等6个因素的不同条件均不具备对结果的必要解释力;获得的“高的有用性感知×好的便利条件感知×高自我效能感”等6条组态路径,有效拓展了原有技术采纳行为意向诱发机制的知识与诠释范畴;按工作年级分层所获路径,为幼儿园设计更具针对性的教师数字技术应用能力提升方案提供理论与实践支持。

The behavioral intention of preschool teachers to adopt technology is the first"threshold"of whether digital technology can be integrated with childcare education,and its inducing mechanism is a process of coupling multiple factors and different conditions,aiming at the problem that the"competitive effect"of multiple factors is paid attention to while the"synergistic effect"is missing.From the perspectives of overall configuration,this study uses fuzzy set qualitative comparative analysis(fsQCA)method to construct a causal explanatory model of adoption intention based on the unified theory of technology acceptance and use and developmental appropriateness practice,including perceived usefulness,perceived ease of use,social factors,the convenient conditions,self-efficacy and job grade.A survey is conducted among 401 preschool teachers in S Province.The study finds that the different conditions of six factors such as perceived usefulness have no necessary explanatory power for the results.The six configuration paths with"high perceived usefulness×enough convenience×high self-efficacy",can effectively expand the scope of knowledge and interpretation of the original mechanism for inducing technology adoption behavior intention,according to the hierarchical path obtained job grade.This study provides a theoretical and practical support for kindergarten to design more targeted programs to improve teachers’digital technology application ability.