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Effects of Self-Regulation and Cooperation on Technology Acceptance and Teachers’ E-Teaching Competence

Table 2: Reliability of the SSRQ items used in the present study to measure self-regualtion, differentiated by the three constructs

Goal achievement (GA), items n = 12,Cronbach’s α = .909AVE = .51 Item-total correlation
SSRQ03 .60
SSRQ05 .71
SSRQ06 .76
SSRQ09 .56
SSRQ13 .67
SSRQ14 .72
SSRQ19 .63
SSRQ21 .74
SSRQ23 .69
SSRQ28 .45
SSRQ29 .74
SSRQ30 .59
Mindfulness (MI), items n = 7Cronbach's α = .799AVE = .49 Item-total correlation
SSRQ04 (-) .42
SSRQ07 (-) .56
SSRQ10 (-) .61
SSRQ11 (-) .58
SSRQ15 (-) .53
SSRQ16 (-) .44
SSRQ26 (-) .57
Goal setting (GS), items n = 3Cronbach’s α = .784AVE = .58 Item-total correlation
SSRQ01 (-) .67
SSRQ02 (-) .72
SSRQ17 (-) .50
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