Proceedings of The 5th International Conference on New Trends in Social Sciences
The psychosocial assessment of age, use of technology and its impact on student’s academic performance
The aim of this article is an empirical assessment of the current situation of students under the new structures of university arrangement in technology adaptation and integration. By testing the forms of technology acceptance from students in university environments, the research can identify the progress of academic performance and the scale of the adaptation to new forms of learning process.
The general aim is to contribute a more detailed knowledge of the associations between technology acceptance, technology-age identity integration, and positive outcomes among students in AlbaniaIn addition, the research strives to investigate the factors influencing students in technology acceptance and identity integration to use the technology assets for academic purposes at the Albanian University System.
The methods used in this study refer to quantitative methodology. The questionnaires were developed for academics and professors in 3 faculties of public universities of Albania, UT, UAXH, and UFSN. Their design and structuring are based on BIIS-1; Benet-Martınez & Haritatos (2005); Hippel et al. (2013), Diener et al. (2010); Wanous (1997); Saks (2006); Pascarella & Terenzini (1991), and Bean & Eaton (2001). Based on the theoretical framework and measuring the latent variables, the PLS-SEM method was used to solicit information from the sample of 1704 students in Albanian Universities using the research advisor model. The variables chosen for the survey are: Identity Integration, Technology Acceptance, Flourishing, Self-Efficacy and Academic Persistence, age-based stereotype for model students.
The hypothesis is operationalized in terms of variables and questions that can be traced back directly to the theory. This study aims to test the impact of age stereotypes on technology acceptance and identity integration among the students in Albanian higher education institutions.
More precisely, it tries to answer the following research questions:
1) If and to what extent could age-based stereotypes influence technology acceptance and identity integration in a sample of Albanian university students?
2) If and to what extent age-based stereotypes could influence some relevant organizational outcomes (academic persistence, academic integration, and flourishing for students and job satisfaction, flourishing and job engagement for teachers)?
After the statistical data were processed, this study showed that age-based stereotype has a weak effect on technology acceptance and identity integration on students. Additionally, age stereotypes have a small positive impact on academic integration and a robust significant impact on academic persistence. Nevertheless, no significant impact on the student testing model is detected on flourishing. Additionally, for the student model, age stereotype does not significantly impact technology acceptance or age identity integration.
keywords: age-based stereotype, technology acceptance, technology identity integration, self-efficacy, Albanian Higher Education System