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Student alienation at University level: Psychometric properties and relationship with student’s ICT motives

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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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Funding

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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Correspondence to Wahid Ahmad Dar.

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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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