Eurasia Journal of Mathematics, Science and Technology Education

• Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg: Springer. https://doi.org/10.1007/978-3-642-69746-3_2.
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T.
• Ajzen, I. (2006). Constructing a theory of planned behavior questionnaire. Retrieved on March 27, 2015 from http://people.umass.edu/aizen/pdf/tpb. measurement.pdf.
• Ajzen, I., & Madden, T. J. (1986). Prediction of goal directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474. https://doi.org/10.1016/0022-1031(86)90045-4.
• Bentler, P. M., & Bonett, D. G. (1980). Significance test and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606. https://doi.org/10.1037/0033-2909.88.3.588.
• Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003.
• Carlson, S., & Gadio, C. T. (2002). Teacher professional development in the use of technology. In J. Sikula (Ed.), Handbook on teacher education. New York: Macmillan.
• Cengiz, C. (2015). The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411-422. https://doi.org/10.1080/1359866X.2014.932332.
• Chee, Y. S., Mehrotra, S., & Ong, J. C. (2015). Professional development for scaling pedagogical innovation in the context of game-based learning: teacher identity as cornerstone in “shifting” practice. Asia-Pacific Journal of Teacher Education, 43(5), 423-437. https://doi.org/10.1080/1359866X.2014.962484.
• Chen, Y. H., Jang, S. J., Chen, P. J. (2015). Using wikis and collaborative learning for science teachers’ professional development. Journal of Computer Assisted Learning, 31(4), 330-344. https://doi.org/10.1111/jcal.12095.
• Chen, Y., Chen, N.-S., & Tsai, C.-C. (2009). The use of online synchronous discussion for web-based professional development for teachers. Computers & Education, 53(4), 1155-1166. https://doi.org/10.1016/j.compedu.2009.05.026.
• Cheon, J., Lee, S., Crooks, S. M. & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behaviour. Computers & Education, 59(3), 1054–1064. https://doi.org/10.1016/j.compedu.2012.04.015.
• Chiou, H.-C. (2006). Quantitative Research and Statistical Analysis in Social & Behavioral Sciences. Taipei: Wunan.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge Academic.
• Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. (2006). A research agenda for online teacher professional development. Cambridge, MA: Harvard Education Press.
• Giannakos, M. N., & Vlamos, P. (2013). Educational webcasts’ acceptance: Empirical examination and the role of experience. British Journal of Educational Technology, 44(1), 125-143. https://doi.org/10.1111/j.1467-8535.2011.01279.x.
• Hixon, E., & Buckenmeyer, J. (2009). Revisiting technology integration in schools: implications for professional development. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 26(2), 130-146. https://doi.org/10.1080/07380560902906070.
• Hung, W.-C., & Jeng, I. (2013). Factors influencing future educational technologists’ intentions to participate in online teaching. British Journal of Educational Technology, 44(2), 255-272. https://doi.org/10.1111/j.1467-8535.2012.01294.x.
• Kao, C.-P., & Tsai, C.-C. (2009). Teachers’ attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning. Computers & Education, 53(1), 66-73. https://doi.org/10.1016/j.compedu.2008.12.019.
• Kao, C.-P., Tsai, C.-C., & Shih, M. (2014). Development of a survey to measure self-efficacy and attitudes toward web-based professional development among elementary school teachers. Educational Technology & Society, 17(4), 302-315.
• Kao, C.-P., Wu, Y.-T., Tsai, C.-C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27(2), 406-415. https://doi.org/10.1016/j.tate.2010.09.010.
• Lavonen, J., Lattu, M., Juuti, K., & Meisalo, V. (2006). Strategy-based development of teacher educators’ ICT competence through a co-operative staff development project. European Journal of Teacher Education, 29(2), 241-265. https://doi.org/10.1080/02619760600617433.
• Lee, J., Cerreto, F. A., & Lee, J. (2010). Theory of Planned Behavior and Teachers’ Decisions Regarding Use of Educational Technology. Educational Technology & Society, 13(1), 152–164.
• Pynoo, B., Devolder, P., Tondeur, J., Van Braak, J., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior, 27(1), 568-575. https://doi.org/10.1016/j.chb.2010.10.005.
• Rasku-Puttonen, H., Eteläpelto, A., Lehtonen, O., Nummila, L., & Häkkinen, P. (2004). Developing teachers’ professional expertise through collaboration in an innovative ICT‐based learning environment. European Journal of Teacher Education, 27(1), 47-60. https://doi.org/10.1080/0261976042000211829.
• Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-214. https://doi.org/10.1016/j.compedu.2015.05.005.
• Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers & Education, 71, 247-256. https://doi.org/10.1016/j.compedu.2013.09.016.
• Sugar, W., Crawley, F., & Fine, B. (2005). Critiquing theory of planned behaviour as a method to assess teachers’ technology integration attitudes. British Journal of Educational Technology, 36(2), 331-334. https://doi.org/10.1111/j.1467-8535.2005.00462.x.
• Sung, Y. T., Chang, K. E., Yu, W. C., & Chang, T. H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning, 25(4), 375-385. https://doi.org/10.1111/j.1365-2729.2009.00312.x.
• Terras, M. M., & Ramsay, J. (2012). The five central psychological challenges facing effective mobile learning. British Journal of Educational Technology, 43(5), 820-832. https://doi.org/10.1111/j.1467-8535.2012.01362.x.
• Treacy, B., Kleiman, G., & Peterson, K. (2002). Successful online professional development. Learning and Leading with Technology, 30(1), 42-47.
• Yuen, A. H.-K., & Ma, W. W.-K. (2008). Exploring teacher acceptance of e-learning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229-243. https://doi.org/10.1080/13598660802232779.
• Zhou, M. (2014). Gender difference in web search perceptions and behavior: Does it vary by task performance? Computers & Education, 78, 174-184. https://doi.org/10.1016/j.compedu.2014.06.005.

APA

Kao, C.-P., Lin, K.-Y., & Chien, H.-M. (2018). Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), 1887-1897. https://doi.org/10.29333/ejmste/85425

Vancouver

Kao CP, Lin KY, Chien HM. Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior. EURASIA J Math Sci Tech Ed. 2018;14(5):1887-97. https://doi.org/10.29333/ejmste/85425

AMA

Kao CP, Lin KY, Chien HM. Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior. EURASIA J Math Sci Tech Ed. 2018;14(5), 1887-1897. https://doi.org/10.29333/ejmste/85425

Chicago

Kao, Chia-Pin, Kuen-Yi Lin, and Hui-Min Chien. "Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 5 (2018): 1887-1897. https://doi.org/10.29333/ejmste/85425

Harvard

Kao, C.-P., Lin, K.-Y., and Chien, H.-M. (2018). Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior. Eurasia Journal of Mathematics, Science and Technology Education, 14(5), pp. 1887-1897. https://doi.org/10.29333/ejmste/85425

MLA

Kao, Chia-Pin et al. "Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 5, 2018, pp. 1887-1897. https://doi.org/10.29333/ejmste/85425