Article ID: 46097
This study aims to define the transfer process of training outside of the school for novice teachers based on the concept of self-regulated learning and to examine the effectiveness of behavioral intention as an indicator of improving training. Factor analysis conducted on the responses of 145 novice teachers revealed that the group of items related to behaviors and cognitive activities for “utilizing the cloud services for education” consisted of two factors: “self-regulated learning” and “feedback-seeking.” Analysis of elementary and high school teachers using multigroup structural equation modeling revealed significant positive effects of behavioral intention on “transfer attempts,” a latent factor of self-regulated learning and feedback seeking. Consequently, behavioral intention appears to play a role in connecting training outside of the school and self-regulated learning in the workplace, suggesting that it is an effective indicator of improving training.
