Vicarious learning experiences and goal setting: Impact on preservice teachers’ self-efficacy beliefs for technology integration
This study examined how vicarious learning experiences and goal setting influenced preservice teachers' self-efficacy for integrating technology into the classroom. Twenty students from the Teacher Education program at a Mid-western university participated and were assigned into four experimental conditions. Results showed significant treatment effects of vicarious experiences and goal setting on the participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes.