Date of Submission
2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Department Chair
Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D
First Advisor
Virginia Salzer, Ph.D.
Second Advisor
George McCloskey, Ph.D.
Third Advisor
Gloria Ruutiainen, Psy.D.
Abstract
Although digital assessment tools are becoming readily available, many school psychologists still rely on traditional paper-and-pencil methods. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study identified factors related to school psychologists’ Behavioral Intention (BI) to adopt digital assessments and their use behavior (UB). A quantitative cross-sectional survey design was used, along with a national sample of 121 practicing school psychologists from 27 states. Multiple regression, ANOVA, and moderation analyses tested three hypotheses. Results partially supported Hypothesis 1: Performance Expectancy was a significant predictor of both BI and UB, whereas Effort Expectancy was not significant in any models. Hypothesis 2 was largely supported, as Facilitating Conditions and Social Influence were both significant predictors of BI and UB, with Social Influence demonstrating a slightly stronger effect in both models. District type did not significantly differ across either outcome. Hypothesis 3 was partially supported, as the interaction between years of experience and graduate training significantly predicted BI but not UB. These findings suggest that school psychologists' beliefs about the usefulness of digital tools, combined with the social and institutional environments in which they work, are the primary drivers of adoption. Implications for graduate training programs, district leadership, and policy are discussed.
Recommended Citation
Bash, Jeffrey, "Prevalence of Digital Assessments among School Psychologists" (2026). PCOM Psychology Dissertations. 716.
https://digitalcommons.pcom.edu/psychology_dissertations/716