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ENJOYMENT, RESISTANCE TO CHANGE
AND MLEARNING ACCEPTANCE AMONG
PRE-SERVICE TEACHERS
José Carlos Sánchez PrietoSusana Olmos MigueláñezFrancisco J. García PeñalvoGRupo de Investigación en InterAcción y eLearningInstituto Universitario de Ciencias de la Educación (IUCE)Universidad de Salamanca
INTRODUCTION
I: RESISTANCE TO CHANGE IN THE KNOWLEDGE SOCIETY
CHANGE KNOWLEDGE SOCIETY
SCHOOL
• The integration of new technologies
• New assessment methods
• Special education needsTEACHERS PLAY A KEY ROLE IN THE CHANGE PROCESS
I: RESEARCHING RESISTANCE TO CHANGE
Organizational sciences
Traditionally focused on organizational factors
Lack of consensus on the definition and measurement of this concept
I: RESEARCHING RESISTANCE TO CHANGE
Self-efficacy in the
management of change
Switching costs
Techlogical Change
Dispositional Resistance to
Change
RC
I: RCS
An individuals’ tendency to resist or avoid making changes, to devalue change generally.
• Routine Seeking: The extent to which one enjoys and seeks out stable and routine environments.
• Environmental Reaction: The extent to which individuals feel stressed and uncomfortable in response to imposed change.
• Short-term Focus: The degree to which individuals are preoccupied with the short-term inconveniences versus the potential ling-term benefits of the change.
• Cognitive Rigidity: A form of stubbornness and an unwillingness to consider alternative ideas and perspectives.
I: RCS
Instrument• Composed by 17 Likert-tipe ítems.
Validated• In different studies using CB-SEM
methodlogy.• Combined with other models and
variables.Educational Field• Initial stage of development.
METHODOLOGY
Exogenous
• Routine seeking
• Emotional reaction
• Short-term focus
• Cognitive rigidity
Endogenous
• Dispositional resistance to change
Other Variables• Age• Gender• Course
year • Branch
M: VARIABLES
M: SAMPLE• Sample: 382 students.• Branch:
• Salamanca: 50.8%• Ávila: 24.9%• Zamora: 24.3%
• Course year:• First year: 32.7• Second year: 33.2• Third year: 33.8
• Age: • Average: 21.3• Standard deviation: 3
050
100150200250
Faculty of Education of SalamancaSchool of Education and Tourism of ÁvilaUniversity School of Teacher Training of Zamora
100 105 110 115 120 125 130 135
First Second Third
M: INSTRUMENT Identification data: •Age•Gender•Course year •Branch.
17 Likert tipye items (0-7):•Routine seeking (5)•Emotional reaction (4)•Short-term focus (4)•Cognitive rigidity (4)
Cronbach’s alpha: .843
RESULTS
R: DESCRIPTIVES
AVG
STD
MED % Valid
N 1 2 3 4 5 6 7 CR_01 4.52 1.635 5 2.9 10.8 15.8 16.4 21.6 21.1 11.3 379 CR_02 4.01 1.799 4 12.3 11.3 14.2 19.7 16.8 19.2 6.6 381 CR_03 4.17 1.551 4 4.7 10.8 18.9 22.6 20.5 17.1 5.5 381 CR_04 4.57 1.374 5 2.4 5.8 12.9 22.6 29.4 21.8 5.2 381 ER_01 3.39 1.595 3 15.5 15.7 22.0 18.9 19.7 5.2 2.9 381 ER_02 3.67 1.550 4 10.6 13.5 21.9 20.3 22.4 9.0 2.4 379 ER_03 3.89 1.662 4 10.1 11.7 20.3 17.6 21.9 13.9 4.5 375 ER_04 3.30 1.517 3 15.0 17.1 20.8 26.6 12.9 5.5 2.1 380 RS_01 2.47 1.516 2 33.4 28.6 13.5 11.7 8.2 3.2 1.3 377 RS_02 2.75 1.642 2 30.4 20.9 18.5 13.0 9.3 6.3 1.6 378 RS_03 2.01 1.304 2 46.2 28.3 15.5 3.4 2.9 2.6 1.0 381 RS_04 2.93 1.355 3 14.5 26.6 29.3 16.1 9.5 2.6 1.3 379 RS_05 1.58 1.012 1 64.5 22.9 6.7 3.2 1.3 1.1 .3 375 SF_01 3.08 1.524 3 16.9 24.8 18.7 20.6 12.9 4.2 1.8 379 SF_02 2.47 1.423 2 30.9 29.1 17.1 12.3 6.9 3.2 .5 375 SF_03 2.72 1.522 2 24.9 27.3 20.5 11.5 11.3 2.4 2.1 381 SF_04 3.44 1.687 3 16.3 16.5 20.5 15.2 20.2 7.9 3.4 381
R: DESCRIPTIVES
CR_01CR_02CR_03CR_04ER_01ER_02ER_03ER_04RS_01RS_02RS_03RS_04RS_05SF_01 SF_02 SF_03 SF_040
1
2
3
4
5
6
5
4 4
5
3
4 4
3
2 2 2
3
1
3
2 2
3
CR
RS
R: BRANCH Branch of the students
Ávila Salamanca Zamora AVG STD N AVG STD N AVG STD N
CR_01 4.32 1.654 94 4.68 1.585 193 4.38 1.702 92 CR_02 3.61 1.853 95 4.24 1.714 194 3.95 1.860 92 CR_03 3.99 1.562 94 4.24 1.542 194 4.19 1.562 93 CR_04 4.45 1.486 95 4.62 1.319 194 4.59 1.376 92 ER_01 3.44 1.635 95 3.41 1.562 194 3.28 1.633 92 ER_02 3.69 1.545 94 3.64 1.514 193 3.71 1.641 92 ER_03 3.94 1.627 93 3.81 1.577 192 4.01 1.869 90 ER_04 3.43 1.562 94 3.19 1.428 193 3.42 1.644 93 RS_01 2.50 1.501 94 2.36 1.465 190 2.69 1.622 93 RS_02 2.74 1.678 94 2.83 1.639 191 2.59 1.617 93 RS_03 1.91 1.247 95 2.02 1.269 193 2.09 1.434 93 RS_04 2.87 1.347 95 2.87 1.247 192 3.09 1.566 92 RS_05 1.48 .898 95 1.53 .890 189 1.78 1.306 91 SF_01 3.09 1.516 95 2.91 1.444 191 3.42 1.644 93 SF_02 2.52 1.457 93 2.38 1.362 190 2.61 1.512 92 SF_03 2.81 1.635 94 2.60 1.378 194 2.90 1.675 93 SF_04 3.57 1.635 95 3.30 1.683 194 3.60 1.742 92
R: BRANCH Chi squared df Asympt. Sig.
CR_01 3.511 2 .173CR_02 7.891 2 .019CR_03 1.385 2 .500CR_04 .728 2 .695ER_01 .645 2 .724ER_02 .088 2 .957ER_03 .907 2 .635ER_04 2.235 2 .327RS_01 3.005 2 .223RS_02 1.657 2 .437RS_03 1.238 2 .539RS_04 .573 2 .751RS_05 2.245 2 .325SF_01 6.338 2 .042SF_02 1.368 2 .504SF_03 1.358 2 .507SF_04 2.923 2 .232
R: COURSE YEAR Corse year of the students
1 2 3 AVG STD N AVG STD N AVG STD N
CR_01 4.48 1.650 124 4.34 1.676 128 4.73 1.566 127 CR_02 4.05 1.804 125 4.05 1.761 128 3.94 1.843 128 CR_03 4.18 1.571 125 4.28 1.500 127 4.05 1.585 129 CR_04 4.69 1.394 125 4.55 1.285 128 4.48 1.442 128 ER_01 3.34 1.546 125 3.63 1.557 128 3.19 1.659 128 ER_02 3.62 1.501 124 3.81 1.526 127 3.58 1.620 128 ER_03 3.97 1.629 123 4.04 1.550 127 3.66 1.787 125 ER_04 3.37 1.473 124 3.30 1.493 128 3.23 1.590 128 RS_01 2.48 1.405 123 2.47 1.511 126 2.48 1.631 128 RS_02 2.79 1.542 124 2.76 1.664 127 2.70 1.724 127 RS_03 2.13 1.403 125 1.83 1.013 128 2.06 1.446 128 RS_04 2.93 1.298 123 2.70 1.282 128 3.14 1.451 128 RS_05 1.53 .869 124 1.49 .789 125 1.72 1.294 126 SF_01 3.06 1.477 125 3.13 1.566 126 3.05 1.536 128 SF_02 2.35 1.378 122 2.36 1.289 127 2.69 1.572 126
SF_03 2.64 1.489 125 2.63 1.473 128 2.90 1.596 128 SF_04 3.46 1.739 125 3.56 1.654 128 3.30 1.671 128
R: COURSE YEAR Chi squared df Asympt. Sig.
CR_01 3.561 2 .169 CR_02 .227 2 .893 CR_03 1.139 2 .566 CR_04 1.260 2 .533 ER_01 5.780 2 .056 ER_02 1.476 2 .478 ER_03 2.933 2 .231 ER_04 .382 2 .826 RS_01 .387 2 .824 RS_02 .723 2 .696 RS_03 1.875 2 .392 RS_04 5.774 2 .056 RS_05 .419 2 .811 SF_01 .207 2 .902 SF_02 3.056 2 .217 SF_03 2.253 2 .324 SF_04 1.517 2 .468
CONCLUSIONS
CONCLUSIONS
• The results reflect a moderate resistance to change.
• Specially in the factor of cognitive rigidity.
• The averages obtained by the students are slightly above the scores obtained in other studies
• The training received does not have a significant impact on the dispositional resistance to change.
• Posible relationship with the construct of technological resistance to change.
THANKS FOR YOUR ATENTION
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