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While research has identified various personality and demographic characteristics that appear to be associated with a variety of activities related to the use of digital technologies (e.g., Biner, Dean & Mellinger, 1994; Biner, Summers, Dean, Bink, Anderson & Gelder, 1996; Black, 1992; Clark, 1993; Figueroa, 1992), little is known about how conceptions of self might influence the use of digital technologies in a learning environment. (Benson, Haney, Ore, Persell, Schulte, Steele & Winfield, 2001). This paper is the first empirical attempt to understand this relationship. Using a sample of undergraduate students (N = 447) and faculty (N= 203) from two public universities in the United States, we examine how students' and faculty's conceptions of self affect the desire to use and success in using digital technologies in a university environment. Using Identity theory (e.g., Burke & Reitzes, 1991; Stryker, 1980), to test 4 hypotheses, regression analyses indicate that conceptions of self are correlated with the desire to use and the success in using digital technologies. These findings may help to inform policies concerning the use of digital technologies in learning environments as well as suggest new hypotheses for further exploration of this relationship. (Contains 6 tables.)

The purpose of this paper is to establish the necessity to fully and effectively integrate the sub-disciplines of educational foundations, such as psychology and philosophy, in addition to the natural and social sciences, within medical and health-related educational programs. This is particularly pertinent in Catholic and other religiously affiliated institutions of higher education and professional practice. The ability to effectively and systematically integrate key concepts, theories, skills, and dispositions will enable students, as well as future and current health care professionals, to understand, synthesize, apply, and actualize values and virtues. These attributes and competences will include empathy, caring, and understanding with a deep commitment to self-reflection so that they can deliver care that involves the ingredients of quality, affordability, accessibility, availability, and continuity for their patients. These characteristics of the patient care will certainly enhance and reflect the principles of their belief systems and education in pursuit of quality health care for all. If these values/virtues are taught constructively, systematically, and well, then the health care professionals will be able to transmit the traditions of excellence, dedication, and creativity to future generations. Indeed, such concerns would ultimately help future health care professionals to come closer to the educational, philosophical, and theological mission of their institution and more fully integrate their approach to health care education at the pre-service and continuing post-certification/licensure levels. [ABSTRACT FROM AUTHOR]