Track 3. Evaluation in education and guidance Authors: José Carlos Sánchez Prieto, Susana Olmos-Migueláñez and Francisco José García-Peñalvo https://youtu.be/bbMKZuOvn64

1. ENJOYMENT, RESISTANCE TO
CHANGE AND MLEARNING
ACCEPTANCE AMONG PRE-
SERVICE TEACHERS
José Carlos Sánchez Prieto
Susana Olmos Migueláñez
Francisco J. García Peñalvo
GRupo de Investigación en InterAcción y eLearning
Instituto Universitario de Ciencias de la Educación (IUCE)
Universidad de Salamanca

2. INTRODUCTION

3. I: RESISTANCE TO CHANGE IN THE
KNOWLEDGE SOCIETY
CHANGE
KNOWLEDGE
SOCIETY
SCHOOL
• The integration of new
technologies
• New assessment
methods
• Special education needsTEACHERS PLAY A KEY ROLE IN THE CHANGE
PROCESS

4. I: RESEARCHING RESISTANCE TO CHANGE
Organizational sciences
Traditionally focused on
organizational factors
Lack of consensus on the definition and
measurement of this concept

5. I: RESEARCHING RESISTANCE TO CHANGE
Self-efficacy in the
management of
change
Switching costs
Techlogical Change
Dispositional
Resistance to
Change
RC

6. I: RCS
An individuals’tendency to resist or avoid making
changes, to devalue change generally.
• Routine Seeking: The extent to which one enjoys and
seeks out stable and routine environments.
• Environmental Reaction: The extent to which
individuals feel stressed and uncomfortable in
response to imposed change.
• Short-term Focus: The degree to which individuals are
preoccupied with the short-term inconveniences
versus the potential ling-term benefits of the change.
• Cognitive Rigidity: A form of stubbornness and an
unwillingness to consider alternative ideas and
perspectives.

7. I: RCS
Instrument
•Composed by 17 Likert-tipe ítems.
Validated
•In different studies using CB-SEM methodlogy.
•Combined with other models and variables.
Educational Field
•Initial stage of development.

8. METHODOLOGY

9. Exogenous
•Routine
seeking
•Emotional
Endogenous
• Dispositional resistance to change
Other Variables
• Age
• Gender
• Course year
• Branch
M: VARIABLES

10. M: SAMPLE
• Sample: 382 students.
• Branch:
• Salamanca: 50.8%
• Ávila: 24.9%
• Zamora: 24.3%
• Course year:
• First year: 32.7
• Second year: 33.2
• Third year: 33.8
• Age:
• Average: 21.3
• Standard deviation: 3
0
500
Faculty of Education of Salamanca
School of Education and Tourism of Ávila
University School of Teacher Training of
Zamora
100
110
120
130
140
First Second Third

11. M: INSTRUMENT
Identification data:
•Age
•Gender
•Course year
•Branch.
17 Likert tipye items (0-7):
•Routine seeking (5)
•Emotional reaction (4)
•Short-term focus (4)
•Cognitive rigidity (4)
Cronbach’s alpha: .843

12. RESULTS

13. R: DESCRIPTIVES
AVG STD MED
% Valid
N1 2 3 4 5 6 7
CR_01 4.52 1.635 5 2.9 10.815.816.421.621.111.3379
CR_02 4.01 1.799 4 12.311.314.219.716.819.2 6.6 381
CR_03 4.17 1.551 4 4.7 10.818.922.620.517.1 5.5 381
CR_04 4.57 1.374 5 2.4 5.8 12.922.629.421.8 5.2 381
ER_01 3.39 1.595 3 15.515.722.018.919.7 5.2 2.9 381
ER_02 3.67 1.550 4 10.613.521.920.322.4 9.0 2.4 379
ER_03 3.89 1.662 4 10.111.720.317.621.913.9 4.5 375
ER_04 3.30 1.517 3 15.017.120.826.612.9 5.5 2.1 380
RS_01 2.47 1.516 2 33.428.613.511.7 8.2 3.2 1.3 377
RS_02 2.75 1.642 2 30.420.918.513.0 9.3 6.3 1.6 378
RS_03 2.01 1.304 2 46.228.315.5 3.4 2.9 2.6 1.0 381
RS_04 2.93 1.355 3 14.526.629.316.1 9.5 2.6 1.3 379
RS_05 1.58 1.012 1 64.522.9 6.7 3.2 1.3 1.1 .3 375
SF_01 3.08 1.524 3 16.924.818.720.612.9 4.2 1.8 379
SF_02 2.47 1.423 2 30.929.117.112.3 6.9 3.2 .5 375
SF_03 2.72 1.522 2 24.927.320.511.511.3 2.4 2.1 381
SF_04 3.44 1.687 3 16.316.520.515.220.2 7.9 3.4 381

14. R: DESCRIPTIVES
5
4 4
5
3
4 4
3
2 2 2
3
1
3
2 2
3
0
1
2
3
4
5
6
CR_01CR_02CR_03CR_04 ER_01 ER_02 ER_03 ER_04 RS_01 RS_02 RS_03 RS_04 RS_05 SF_01 SF_02 SF_03 SF_04
CR
RS

15. R: BRANCH
Branch of the students
Ávila Salamanca Zamora
AVG STD N AVG STD N AVG STD N
CR_01 4.32 1.654 94 4.68 1.585 193 4.38 1.702 92
CR_02 3.61 1.853 95 4.24 1.714 194 3.95 1.860 92
CR_03 3.99 1.562 94 4.24 1.542 194 4.19 1.562 93
CR_04 4.45 1.486 95 4.62 1.319 194 4.59 1.376 92
ER_01 3.44 1.635 95 3.41 1.562 194 3.28 1.633 92
ER_02 3.69 1.545 94 3.64 1.514 193 3.71 1.641 92
ER_03 3.94 1.627 93 3.81 1.577 192 4.01 1.869 90
ER_04 3.43 1.562 94 3.19 1.428 193 3.42 1.644 93
RS_01 2.50 1.501 94 2.36 1.465 190 2.69 1.622 93
RS_02 2.74 1.678 94 2.83 1.639 191 2.59 1.617 93
RS_03 1.91 1.247 95 2.02 1.269 193 2.09 1.434 93
RS_04 2.87 1.347 95 2.87 1.247 192 3.09 1.566 92
RS_05 1.48 .898 95 1.53 .890 189 1.78 1.306 91
SF_01 3.09 1.516 95 2.91 1.444 191 3.42 1.644 93
SF_02 2.52 1.457 93 2.38 1.362 190 2.61 1.512 92
SF_03 2.81 1.635 94 2.60 1.378 194 2.90 1.675 93
SF_04 3.57 1.635 95 3.30 1.683 194 3.60 1.742 92

16. R: BRANCH
Chi squared df Asympt. Sig.
CR_01 3.511 2 .173
CR_02 7.891 2 .019
CR_03 1.385 2 .500
CR_04 .728 2 .695
ER_01 .645 2 .724
ER_02 .088 2 .957
ER_03 .907 2 .635
ER_04 2.235 2 .327
RS_01 3.005 2 .223
RS_02 1.657 2 .437
RS_03 1.238 2 .539
RS_04 .573 2 .751
RS_05 2.245 2 .325
SF_01 6.338 2 .042
SF_02 1.368 2 .504
SF_03 1.358 2 .507
SF_04 2.923 2 .232

17. R: COURSE YEAR
Corse year of the students
1 2 3
AVG STD N AVG STD N AVG STD N
CR_01 4.48 1.650 124 4.34 1.676 128 4.73 1.566 127
CR_02 4.05 1.804 125 4.05 1.761 128 3.94 1.843 128
CR_03 4.18 1.571 125 4.28 1.500 127 4.05 1.585 129
CR_04 4.69 1.394 125 4.55 1.285 128 4.48 1.442 128
ER_01 3.34 1.546 125 3.63 1.557 128 3.19 1.659 128
ER_02 3.62 1.501 124 3.81 1.526 127 3.58 1.620 128
ER_03 3.97 1.629 123 4.04 1.550 127 3.66 1.787 125
ER_04 3.37 1.473 124 3.30 1.493 128 3.23 1.590 128
RS_01 2.48 1.405 123 2.47 1.511 126 2.48 1.631 128
RS_02 2.79 1.542 124 2.76 1.664 127 2.70 1.724 127
RS_03 2.13 1.403 125 1.83 1.013 128 2.06 1.446 128
RS_04 2.93 1.298 123 2.70 1.282 128 3.14 1.451 128
RS_05 1.53 .869 124 1.49 .789 125 1.72 1.294 126
SF_01 3.06 1.477 125 3.13 1.566 126 3.05 1.536 128
SF_02 2.35 1.378 122 2.36 1.289 127 2.69 1.572 126
SF_03 2.64 1.489 125 2.63 1.473 128 2.90 1.596 128
SF_04 3.46 1.739 125 3.56 1.654 128 3.30 1.671 128

18. R: COURSE YEAR
Chi squared df Asympt. Sig.
CR_01 3.561 2 .169
CR_02 .227 2 .893
CR_03 1.139 2 .566
CR_04 1.260 2 .533
ER_01 5.780 2 .056
ER_02 1.476 2 .478
ER_03 2.933 2 .231
ER_04 .382 2 .826
RS_01 .387 2 .824
RS_02 .723 2 .696
RS_03 1.875 2 .392
RS_04 5.774 2 .056
RS_05 .419 2 .811
SF_01 .207 2 .902
SF_02 3.056 2 .217
SF_03 2.253 2 .324
SF_04 1.517 2 .468

19. CONCLUSIONS

20. CONCLUSIONS
• The results reflect a moderate resistance to
change.
• Specially in the factor of cognitive rigidity.
• The averages obtained by the students are
slightly above the scores obtained in other
studies
• The training received does not have a
significant impact on the dispositional
resistance to change.

21. THANKS FOR YOUR
ATENTION