Abstract
The present study concentrated on the interplay of subjective norms and attitudes towards WebCT over time in a U.S. higher education setting. Panel data collected on three occasions over the course of a semester were investigated in a Web-enhanced hybrid undergraduate psychology course, using a crosslagged and autoregressive model. Results suggested: (1) the degree to which students report deferring to their professor’s expectations and peer opinions (subjective norms) influences the degree to which they, on future occasions, report deferring to their professor’s expectations and peer opinions; (2) students’ attitudes towards using WebCT influence their attitudes assessed on immediately following occasions, but only those attitudes assessed immediately afterwards; (3) the degree to which students report deferring to professorial expectations and peer opinions (subjective norms) influences contemporaneously measured attitudes toward WebCT use; (4) student attitudes regarding WebCT use actually influence how students on a later occasion report their degree of deference to professorial expectations and peer opinions (subjective norms). Further research was suggested.
| Keywords: | crosslagged and autoregressive model; subjective norms; students’ attitude; WebCT introduction |
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