Abstract
The purpose of this article is to develop a context-bound scale on student alienation around core problems experienced by students at the university level. The confirmed dimensions of the scale shall be correlated with the dimensions of the student’s ICT motive scale. The study is based on two sets of cross-sectional samples of Kashmiri university students. The initial sample (n = 204) was used in the factor analysis for item refinement. The final sample (n = 575) was used for item purification and construct validation. The final SAL model consisted of four sub-constructs namely: classroom isolation (CIS), learning discouragement (LDC), learned helplessness (LHP) and learning disinterest (LD). LD, LDC and LHP were negatively correlated with instrumental motive, whereas CIS was positively correlated with socialising motive. LDC was positively correlated with mood managing motive. The model fit of the scale and the correlation with ICT use motives indicate that study can be of significant importance in educational assessment and research.
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This study is part of my PhD thesis submitted to the Department of Education University of Kashmir. My PhD. was funded by the University Grants Commission, India through JRF for Humanities and Social Science scheme.
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Appendices
Appendix 1
Label | Statement | |
---|---|---|
I use ICT…. | ||
Instrumental usage | ||
1 | ICT1 | to find information related to my course |
2 | ICT2 | to find information related to current events and happenings |
3 | ICT3 | I use ICT to discover new information related to scientific and social research |
4 | ICT6 | to learn new things |
5 | ICT8 | I use ICT for getting access to online databases (libraries, data banks, etc.) |
6 | ICT9 | to communicate with my teachers, seniors for guidance related to my academic problems |
7 | ICT10 | I use ICT to seek information from government offices related to the working of public policies, schemes and programmes |
8 | ICT11 | to communicate with job providers for my better job placement |
Socialising | ||
9 | ICT12 | to communicate, chat and maintain relationship with friends and classmates |
10 | ICT13 | to communicate, chat and maintain relationship with close relatives, kins etc |
11 | ICT18 | to share information, videos, images, texts which I consider important |
12 | ICT19 | to share information/videos/images for public awareness |
13 | ICT14 | I use ICT to make new friends |
14 | ICT15 | I use ICT to upload and share my personal activities, photos/videos etc |
15 | ICT16 | I use ICT for posting and updating information about myself on social networking portals |
Mood management | ||
16 | ICT17 | to reduce my stress by activities on social media |
17 | ICT20 | to engage myself with internet when I feel emotionally disturbed |
18 | ICT21 | to I engage myself with ICT when I feel lonely |
19 | ICT27 | to release stress |
20 | ICT22 | for my hobbies, like singing, watching cricket match etc |
21 | ICT24 | I use ICT for downloading and watching music /videos/ Movies |
22 | ICT25 | to entertain myself |
23 | ICT26 | to play games |
Appendix 2
Statement on five point Likert scale |
---|
1. CIS1 Sometimes I feel my classmates consider me a stranger and outsider |
2. CIS2 Teachers and classmates treat me affectionately |
3. CIS3 I think I should get along with others better than I do |
4. LDC1 Teachers hardly encourage me when I have problems with learning |
5. LDC2 I feel, student’s views are not given due consideration in this university |
6. LDC3 I often get discouraged by people in the university |
7. LH1 I am not able to get good grades despite doing hard work |
8. LH2 The workload in this course is excessive |
9. LH3 It has been tougher for me to pass exams during this course |
10. DIS1 I hardly enjoy learning at university |
11. DIS2 I feel peace and happiness in university |
12. DIS3 This course is not giving me what I had expected from it |
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Dar, W.A., Jan, K. Student alienation at University level: Psychometric properties and relationship with student’s ICT motives. Educ Inf Technol 27, 4637–4656 (2022). https://doi.org/10.1007/s10639-021-10756-0
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DOI: https://doi.org/10.1007/s10639-021-10756-0