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Journal articles on the topic 'Computer anxiety'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

Cohen, Brett A., and Gordon W. Waugh. "Assessing Computer Anxiety." Psychological Reports 65, no. 3 (December 1989): 735–38. http://dx.doi.org/10.2466/pr0.1989.65.3.735.

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A study was conducted to develop a scale for assessing computer anxiety. The scale was administered to 152 psychology students. The responses were then subjected to both item and principal components analysis. Computer anxiety was significantly and negatively correlated –.48 with the total amount of experience individuals had had with computers. Graduate and undergraduate students did not differ significantly in anxiety. When controlling for amount of experience with computers, clinical psychology students reported more anxiety than industrial-organizational psychology students, but men and women did not differ significantly in anxiety.

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Jones, Paul E., and Robert E. Wall. "Components of Computer Anxiety." Journal of Educational Technology Systems 18, no. 2 (December 1989): 161–68. http://dx.doi.org/10.2190/g96k-jgjt-1f30-w6wb.

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This descriptive study employed a multi-group, pre-post design. Analyses were employed to answer the following questions: 1) As a result of the course, “Computers in Society,” are there reductions in students' computer anxiety scores? 2) Is course performance, as indicated by course grades, related to pre and post anxiety scores? 3) Does the amount of experience with computers relate to computer anxiety scores? 4) Are age and/or sex related to computer anxiety scores? Results indicated that computer experience, as indicated by the number of computer courses, is associated with reductions in computer anxiety. Age was significantly related to computer anxiety but a significant relationship between gender and computer anxiety was not found. Also, no significant relationship was found between anxiety and students' academic achievement in the computer course as measured by their course grades.

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3

Marcoulides, George A. "Measuring Computer Anxiety: The Computer Anxiety Scale." Educational and Psychological Measurement 49, no. 3 (September 1989): 733–39. http://dx.doi.org/10.1177/001316448904900328.

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4

Marcoulides, George A. "The Relationship between Computer Anxiety and Computer Achievement." Journal of Educational Computing Research 4, no. 2 (May 1988): 151–58. http://dx.doi.org/10.2190/j5n4-24hk-567v-at6e.

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Computers are rapidly being introduced into virtually every work setting. The ability to use computers, therefore, has become a crucial component in the educational process. Computer anxiety, however, may influence student abilities to master computer skills and consequently affect the degree to which computers can effectively be utilized. This study investigates the possible effects of computer anxiety on student achievement in computer skills. The results suggest that computer anxiety is an important predictor of computer achievement. Educational systems that seek to prepare students in the field of computer applications must, therefore, become particularly concerned with creating less stressful environments.

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Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (April 1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.

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McInerney, Valentina, Dennis M. McInerney, and Kenneth E. Sinclair. "Student Teachers, Computer Anxiety and Computer Experience." Journal of Educational Computing Research 11, no. 1 (July 1994): 27–50. http://dx.doi.org/10.2190/94d0-b0af-nlax-7ryr.

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Recent research has demonstrated the debilitating effect of computer anxiety on achievement in computer related learning. As controversy exists over the merits of increasing experience with computers in order to reduce computer anxiety, the effects of increased computing experience on computer anxiety were assessed for students enrolled in a University teacher education course. In addition, other hypothesized correlates of computer anxiety were studied, viz., age, sex, school background, and computer competence. The Computer Anxiety Rating Scale (CARS) was used to measure computer anxiety prior to and at the conclusion of computer training. A control group, not undergoing computer training, was used for comparison purposes. Many of the teacher trainees in this study exhibited a high degree of computer anxiety on a number of key dimensions related to computing. The evidence from this study gives some support to the notion that increased experience leads to a diminution in computer anxiety. However, the high levels of anxiety remaining for some students after treatment suggest that a simplistic belief that increased computer experience alone will reduce computer anxiety is not tenable. The article discusses the issue that initial anxiety and continuing anxiety, after computer training, may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction.

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Dyck, Jennifer L., and Janan Al-Awar Smither. "Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age." Proceedings of the Human Factors Society Annual Meeting 36, no. 2 (October 1992): 185–89. http://dx.doi.org/10.1177/154193129203600210.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.

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Beckers, J. J., and H. G. Schmidt. "Computer experience and computer anxiety." Computers in Human Behavior 19, no. 6 (November 2003): 785–97. http://dx.doi.org/10.1016/s0747-5632(03)00005-0.

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9

Crable, Elaine A., James D. Brodzinski, Robert F. Scherer, and Phillip D. Jones. "The Impact of Cognitive Appraisal, Locus of Control, and Level of Exposure on the Computer Anxiety of Novice Computer Users." Journal of Educational Computing Research 10, no. 4 (June 1994): 329–40. http://dx.doi.org/10.2190/k2yh-mmjv-gbbl-yttu.

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With the mass introduction of computers in the workplace researchers have spent considerable time, over the last two decades, investigating methods to effectively integrate this technology into the daily routines of employees at all levels within the organization [1–3]. An exogenous variable, and precursor to introduction of computers, is computer anxiety [4–6]. Computer anxiety is generally defined as an anxious response by the individual to the anticipated or actual contact with computers [7]. This article examined the relationship of cognitive appraisal, locus of control, prior exposure, and computer anxiety. It was hypothesized that an individual's appraisal of a computing situation, whether the person was internally or externally focused, and their prior experience with computers would affect their level of computer anxiety as measured by the Computer Concerns Questionnaire. A stepwise multiple regression was performed and the results indicated that cognitive appraisal and exposure were significant predictors of computer anxiety. The authors conclude that early assessments of a novice user's appraisal of the situation should be used to tailor training programs to the specific individual's needs.

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Okebukola, Peter Akinsola, Willem Sumampouw, and Olugbemiro J. Jegede. "The Experience Factor in Computer Anxiety and Interest." Journal of Educational Technology Systems 20, no. 3 (March 1992): 221–29. http://dx.doi.org/10.2190/hvkf-hwh2-9239-hb4j.

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The shift towards a computerized society is stimulating active research in students' expressed computer anxiety and computer interest. This study examined how experience in computer usage influences the manifestation of computer anxiety and computer interest in high school students. Data collected from 426 students in Western Australia showed a clear gradation in the decline of anxiety level with increase in the number of years of experience. The results further showed that irrespective of experience, the subjects had high scores favoring the items “I think a computer can be very interesting” and “If my family had a home computer, I would probably use it more than any one else.” There was a significant difference in the views of the students on such items as “A computer can be a boring companion,” “People managed before without computers, so computers are not really necessary now,” and “People who like computers are not often sociable.” The educational implications of these and other interesting findings of the study are drawn.

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Miller, Fayneese, and Narendra Varma. "The Effects of Psychosocial Factors on Indian Children's Attitudes toward Computers." Journal of Educational Computing Research 10, no. 3 (April 1994): 223–38. http://dx.doi.org/10.2190/bmt6-wpjy-fxar-vu06.

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The purpose of this study was to examine the effects of such psychosocial factors as computer experience, computer usage, future plans regarding computers, and various types of anxiety on children's attitudes toward computers. Subjects consisted of 120 males and 159 females in grades six ( N = 120) and seven ( N = 159), who were enrolled in two single-sex, private, residential schools in Dehru Dun, India. The Bath County Computer Attitudes Survey was used to measure attitudes toward computers. The Spielberger Trait-Anxiety Scale and the Fennema-Sherman Mathematics Anxiety Scale were used to measure subjects' trait anxiety and mathematics anxiety levels, respectively. Results indicated that computer experience, usage, future plans, trait anxiety, and mathematics anxiety were significant factors in predicting computer attitudes. The results were consistent with similar research on North American children. Educational implications of these findings are discussed.

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Craig, John S. "Managing Computer-Related Anxiety and Stress within Organizations." Journal of Educational Technology Systems 22, no. 4 (June 1994): 309–25. http://dx.doi.org/10.2190/mv5d-mykd-blla-06jl.

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Computer-related anxiety and stress affects everyone who uses a computer and is aggravated by poor management, faulty system design, inadequate training, misunderstandings by users of what computers can do, and substandard documentation. Research has shown that computer users, no matter how experienced they are, can experience anxiety and stress that negatively affect their job performance. The problem is so pervasive that no single management strategy, ergonomic plan, training model, or system design can resolve the dilemma. Physical and psychological problems that afflict computer users can be reduced only by a united effort of all people involved with designing systems, training, and operating computers within organizations. This article reviews research in the field, and outlines how management, system designers, and technical communicators can help users relieve stress and anxiety when using and learning how to operate computers. When managers, designers, and technical communicators work together, factors that create computer stress and anxiety can be identified and reduced when computer systems and training are properly designed and managed.

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13

Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.

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Teo, Timothy. "Perceived Importance, Enjoyment, and Anxiety as Correlates of Computer Attitudes." Psychological Reports 100, no. 1 (February 2007): 127–35. http://dx.doi.org/10.2466/pr0.100.1.127-135.

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A sample of 138 students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales: Computer Importance, Computer Enjoyment, and Computer Anxiety. An overall positive attitude towards computers was found. Multivariate analysis of variance revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards computers than female students. Implications for educators include managing the perceptions of students that the computers are useful for learning purposes, in addition to using them for leisure and entertainment.

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Pauli, Kevin P., Richard L. Gilson, and Douglas R. May. "Anxiety And Avoidance: The Mediating Effects Of Computer Self-Efficacy On Computer Anxiety And Intention To Use Computers." Review of Business Information Systems (RBIS) 11, no. 1 (January 1, 2007): 57–64. http://dx.doi.org/10.19030/rbis.v11i1.4431.

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Nykodym, Nick, Jack L. Simonetti, and Joseph C. Christen. "Compustress: The Fear Of Computer Usage Among College Of Business Administration Students." Journal of Applied Business Research (JABR) 4, no. 4 (October 26, 2011): 84. http://dx.doi.org/10.19030/jabr.v4i4.6397.

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This study explores the area of computer apprehension among College of Business Administration students at a Midwestern university. The fear of computer usage has been termed Cyberphobia, Computer Apprehension, Computerphobia, Computer Anxiety, Computer Vertigo and Terminal Anxiety The authors have coined the word: Compustress. A review of the literature revealed that little has been published on this subject A variety of anecdotal data are provided by a number of authors. These brief data are explored. It was noted that business students may experience terminal shock when they are appraised of the widespread use of computers in their field. Data were collected from College of Business Administration majors on level of computer apprehension, number of hours of computer usage and number of hours of computer training. Results indicate that the higher the number of hours of computer usage and training, the lower the compute apprehension.

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Charlton, John P., and Paul E. Birkett. "The Development and Validation of the Computer Apathy and Anxiety Scale." Journal of Educational Computing Research 13, no. 1 (July 1995): 41–59. http://dx.doi.org/10.2190/5upe-80np-w9wn-be6w.

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A new computer attitudes scale entitled The Computer Apathy and Anxiety Scale is presented. The scale is shown to have a stable factor structure, and consists of three subscales, interpreted as Computer Apathy, Computer Anxiety, and Societal Overemphasis of Computers. The first of these reflects a behavioral component, the second an affective component and the third a cognitive component. It is argued that the constructs of computer apathy and anxiety are highly related, but distinct. Possible uses of the scale are discussed in the context of a brief review of the literature on computer anxiety and computer dependency, the emphasis being on gender-related issues.

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McDowell, Earl. "An Investigation of the Relationships among Technology Experiences, Communication Apprehension, Writing Apprehension, and Computer Anxiety." Journal of Technical Writing and Communication 28, no. 4 (October 1998): 345–55. http://dx.doi.org/10.2190/65w2-5ebf-7kmj-mdly.

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This study explored the relationships among communication technologies, communication apprehension, writing apprehension, and computer anxiety. The results indicate that significant relationships exist between computer anxiety, and computer/wordprocessing, between computer anxiety, and computer electronic discussion group, between computer anxiety and online computer service, between computer anxiety and CD-RAM, as well as other types of technology. Other results reveal that students are least experienced with programming computers, computerized electronic discussion group, computer conferencing and Integrated Service Digital Network (ISDA). Significant differences occurred between gender groups on cellular phone scores, writing stories/poetry scores, computerized electronic discussion group scores, satellite TV scores, electronic videogames scores, and computer/video conferencing scores, as well as communication apprehension scores, writing apprehension scores, and computer anxiety scores. The specifics of these results and other significant differences are reported and discussed in this article.

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Nihei, T. "Computer-anxiety of children." Japanese journal of ergonomics 28, Supplement (1992): 450–51. http://dx.doi.org/10.5100/jje.28.supplement_450.

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Shah, Maimunah Mohd, Roshidi Hassan, and Roslani Embi. "Computer Anxiety: Data Analysis." Procedia - Social and Behavioral Sciences 67 (December 2012): 275–86. http://dx.doi.org/10.1016/j.sbspro.2012.11.330.

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Heinssen, Robert K., Carol R. Glass, and Luanne A. Knight. "Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale." Computers in Human Behavior 3, no. 1 (January 1987): 49–59. http://dx.doi.org/10.1016/0747-5632(87)90010-0.

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Leso, Tim, and Kyle L. Peck. "Computer Anxiety and Different Types of Computer Courses." Journal of Educational Computing Research 8, no. 4 (November 1992): 469–78. http://dx.doi.org/10.2190/q1tj-8jcu-ldap-84h8.

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This study was undertaken for two purposes: 1) to describe differences in anxiety in students voluntarily entering two different types of computer courses; and 2) to assess the changes in anxiety level attributed to each course. Undergraduate college students had registered for two introductory computer courses. One was a problem solving and programming course; the other was a tools software applications (non-programming) course. Students completed a pretest and posttest for computer anxiety. Results indicated that initial anxiety levels were not significantly different, and that the reduction in computer anxiety was significantly greater for students in the tools software applications course than for students in the problem solving and programming course. Although the “tool use” course proved more effective in reducing computer anxiety, results showed that large numbers of subjects in both conditions exhibited no reduction in anxiety as a result of the courses.

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Needham, Gill. "There is a Significant Relationship Between Computer Attitudes and Library Anxiety Among African American Graduate Students." Evidence Based Library and Information Practice 2, no. 1 (March 14, 2007): 147. http://dx.doi.org/10.18438/b8ww2j.

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Objective – To investigate whether African American students’ computer attitudes predict levels of library anxiety. Design – A user study in which two instruments were administered to a group of graduate students to measure computer attitudes and library anxiety. Setting – The College of Education at an historically black college and university in the United States of America. Subjects – Ninety-four, predominantly female, African American graduate students, ranging in age from 22-62 years old, and enrolled in either a statistics or a measurement course. Methods – Two instruments, the Computer Attitude Scale (CAS) and the Library Anxiety Scale (LAS) were administered to all the study participants. The Computer Anxiety Scale contains forty Likert-type items that assess individuals’ attitudes toward computers and their use. It includes four scales which can be administered separately: 1. Anxiety or fear of computers 2. Confidence in the ability to use computers 3. Liking or enjoying working with computers 4. Computer usefulness The LAS contains forty-three, 5-point, Likert-format items that assess levels of library anxiety experienced by college students. It also has five subscales as follows: 1. Barriers with staff 2. Affective barriers 3. Comfort with the library 4. Knowledge of the library 5. Mechanical barriers Main results – There were twenty correlations between the library anxiety subscale scores and the computer attitude subscale scores. Four of these correlations were statistically significant. Liking or enjoying working with computers was statistically significantly linked to affective barriers, comfort with the library, and knowledge of the library. There was also a statistically significant association between an attitude of computer usefulness and knowledge of the library. Conclusion – These findings suggest that in this group of students there is a medium to strong relationship between computer attitudes and library anxiety.

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Campbell, N. Jo. "Computer Anxiety of Rural Middle and Secondary School Students." Journal of Educational Computing Research 5, no. 2 (May 1989): 213–20. http://dx.doi.org/10.2190/ahnn-bbcw-c4kj-gar0.

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This study was conducted to investigate the effects of sex and school level on the computer anxiety of rural middle school and secondary students when home availability and school use of computers are controlled. A total of 1,067 students in middle and secondary grades in six rural school districts participated in the study. The instrument used was the Computer Anxiety Scale with Cronbach's reliability coefficients ranging from .83 to .91, depending on the school level of the students. Sex and school level differences were found in home availability, but not in school use of computers. The findings suggest computer anxiety is not affected by sex or school level when home availability and school use of a computer is statistically controlled.

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in, Amirudd, Grace T. Pontoh, and Endang Sriningsih. "Determinants of Attitudes of Computer Users: an Approach to the Technology Acceptance Model and Social Cognitive Theory." Webology 18, SI03 (January 13, 2021): 92–111. http://dx.doi.org/10.14704/web/v18si03/web18022.

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This work desires to observe and analyze (1) the computer anxiety consequence, self-adequacy of technology, perceived playfulness and understood ease of use the approach of using computers; (2) the consequence of computer anxiety, computer self-adequacy, and perceived playfulness, on the attitude of using computers mediated by. This study is a significant research and uses survey methods with data collection techniques using questionnaires and data analyzed using AMOS statistical software. The outcomes demonstrated that (1) computer self-adequacy, perceived playfulness and had a serious influence on the mentality of utilizing computers; (2) computer anxiety doesn’t have a straight influence on the attitude of using a computer; and (3) computer self-efficacy, computer anxiety and perceived playfulness have a serious influence on the potential of using computers across whole variable anticipated usability. This research can give to the development of science and technology with the Technology Acceptance Model and Social Cognitive Theory which theoretically can provide evidence and support for the progress of research in the scope of behavioral accounting, can form a positive attitude of students in the learning process so as to produce outstanding graduates who are able to accept technological developments.

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Brosnan, Mark J. "The Impact of Psychological Gender, Gender-Related Perceptions, Significant Others, and the Introducer of Technology upon Computer Anxiety in Students." Journal of Educational Computing Research 18, no. 1 (January 1998): 63–78. http://dx.doi.org/10.2190/lvhh-epgb-ae7j-wev8.

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The gender-related effects of masculinity, femininity, and perceiving technology to be masculinized upon computer anxiety in undergraduates is investigated in addition to the effect of significant others who use computers and the introducer of the technology. The results demonstrate a sex difference, females reporting higher levels of computer anxiety than males. For females, computer anxiety negatively correlated with masculinity, while femininity positively correlated with computer anxiety for males. Sixty-four percent of females agreed that computing was a male activity and that men were better at computing than women. Females who agreed with this latter statement were significantly less computer anxious than females who did not agree with this statement. Additionally, over 40 percent of the variance in female computer anxiety was accounted for by age and having a male friend who used a computer, suggesting that females use males for computer-related support as a strategy to reduce anxiety.

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Worthington, Valerie L., and Yong Zhao. "Existential Computer Anxiety and Changes in Computer Technology: What Past Research on Computer Anxiety Has Missed." Journal of Educational Computing Research 20, no. 4 (June 1999): 299–315. http://dx.doi.org/10.2190/equ4-b4wr-grk2-1r1f.

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Chu, P. C., and Eric E. Spires. "Validating the computer anxiety rating scale: Effects of cognitive style and computer courses on computer anxiety." Computers in Human Behavior 7, no. 1-2 (January 1991): 7–21. http://dx.doi.org/10.1016/0747-5632(91)90025-v.

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Emanuele, Susan, J. Alexander Dale, and Herbert L. Klions. "Psychology of Computer Use: XLII. Problem Solving and Humor as a Function of Computer Anxiety." Perceptual and Motor Skills 84, no. 1 (February 1997): 147–56. http://dx.doi.org/10.2466/pms.1997.84.1.147.

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From a pool of 115 undergraduate women, 20 were placed in a Computer-anxious group and 20 in a Computer-nonanxious group based on their scores on the Computer Anxiety Scale. Half of the subjects were randomly assigned to a group to which the computer presented the problems first and half to a group to whom the computer presented the jokes first. Electromyograms from subjects' zygomatic muscles were monitored as well as palmar skin conductance. Behavioral measures were collected prior to and following the computer interaction. Although the electromyogram for zygomatic tension (smiles) was higher in the jokes condition, indicating that subjects responded to jokes as humorous, Computer-anxious subjects showed increased scores on anxiety and depression and relatively high skin conductance on the initial joke. Subjects with high computer-anxiety had less experience with computers, had lower scores on the Rosenberg Self-esteem test, and, likely not being familiar with computer humor, reacted anxiously.

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Akhu-Zaheya, Laila M., Wejdan Khater, Mohammed Nasar, and Omer Khraisat. "Baccalaureate nursing students’ anxiety related computer literacy: a sample from Jordan." Journal of Research in Nursing 18, no. 1 (July 18, 2011): 36–48. http://dx.doi.org/10.1177/1744987111399522.

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The learning environment extends beyond the classroom, in a way, necessitating integration of computer literacy with education, establishing e-learning culture within future nursing education and facilitating life-long learning, which goes hand in hand with reshaping the future of the nursing practice. Despite the rapid integration between computers and different health care issues, studies indicated that nursing students have extremely low levels of computer literacy. Therefore, the purpose of this study was to assess the anxiety-related computer literacy rates of a few nursing students in Jordan. A convenient sample of 441 undergraduate nursing students was selected. A descriptive study utilised a self-administered questionnaire of the Arabic version of the Computer Anxiety Rating Scale and Computer Literacy Scale Data between 20 May and 30 July 2009. Study results indicated that there was a significantly negative relationship between computer anxieties and computer literacy rates. This implies the need for frequent use of computers in various educational and training activities. Frequent use of the computer would reduce computer anxiety and thus enhance computer literacy rates.

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Gaudron, Jean-Philippe, and Emmanuelle Vignoli. "Assessing computer anxiety with the interaction model of anxiety: development and validation of the computer anxiety trait subscale." Computers in Human Behavior 18, no. 3 (May 2002): 315–25. http://dx.doi.org/10.1016/s0747-5632(01)00039-5.

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Tsai, Meng-Jung. "Do Male Students Often Perform Better Than Female Students When Learning Computers?: A Study of Taiwanese Eighth Graders' Computer Education through Strategic and Cooperative Learning." Journal of Educational Computing Research 26, no. 1 (January 2002): 67–85. http://dx.doi.org/10.2190/9jw6-vv1p-fax8-cge0.

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This study investigated the impacts of strategic learning, cooperative learning, and their combination on junior high school students' computer achievement, attitudes, and anxiety. A total of 155 Taiwanese eighth graders participated in this study. Regarding computer achievement, a significant interaction was found between gender and learning context. No significant difference was found in students' computer attitudes due to either learning context or gender factor. With respect to computer anxiety, however, the boys exhibited a significantly higher level than did the girls. Students' computer anxiety in the cooperative learning group was also significantly higher than that in the control group. It is believed that the culture of socialization involving computers plays an important role in junior high school computer classrooms. In addition, strategic learning is regarded as an effective approach to promote female students' learning with computers.

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Bozionelos, Nicholas. "Psychology of Computer Use: XLIV. Computer Anxiety and Learning Style." Perceptual and Motor Skills 84, no. 3 (June 1997): 753–54. http://dx.doi.org/10.2466/pms.1997.84.3.753.

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The relation between scores for computer anxiety and for Kolb's Learning Style Inventory was investigated ( N = 204). Scores on computer anxiety correlated negatively with scores on the Active-Reflective index. Further, those classified as Convergers reported lower scores on computer anxiety than did those classified as Divergers.

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Mahar, Doug, Ron Henderson, and Frank Deane. "The effects of computer anxiety, state anxiety, and computer experience on users' performance of computer based tasks." Personality and Individual Differences 22, no. 5 (May 1997): 683–92. http://dx.doi.org/10.1016/s0191-8869(96)00260-7.

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35

Tsai, Meng-Jung, and Chin-Chung Tsai. "Student Computer Achievement, Attitude, and Anxiety: The Role of Learning Strategies." Journal of Educational Computing Research 28, no. 1 (January 2003): 47–61. http://dx.doi.org/10.2190/pl27-tc1q-08b2-rmcl.

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People are living in a society with numerous applications of computer technology; hence, achieving the goal of computer literacy is currently implemented in schools at various levels. In general, computer literacy includes basic knowledge and skills of computer technology (computer achievement), computer attitudes, and computer anxiety. This study viewed students' learning strategies as an important variable related to their computer literacy. Through collecting research data from 75 Taiwanese eighth graders enrolled in a computer course, this study revealed that students with higher-order metacognitive skills in monitoring their comprehension, selecting main ideas, and using resources helpful for learning tended to have higher computer achievement, better computer attitudes, and lower computer anxiety. In particular, the strategy of finding and using other study aids seemed to help the students have better attitudes and lower anxiety of learning computers.

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Wilson, Billie Ann. "Computer Anxiety in Nursing Students." Journal of Nursing Education 30, no. 2 (February 1991): 52–56. http://dx.doi.org/10.3928/0148-4834-19910201-04.

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Maurer, Matthew M., and Michael R. Simonson. "The Reduction of Computer Anxiety." Journal of Research on Computing in Education 26, no. 2 (December 1993): 205–19. http://dx.doi.org/10.1080/08886504.1993.10782087.

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Papsdorf, Robert. "A prescription for computer anxiety." Communications of the ACM 28, no. 7 (July 1985): 704–6. http://dx.doi.org/10.1145/3894.315114.

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Smith, Brooke, and Peter Caputi. "Cognitive interference in computer anxiety." Behaviour & Information Technology 20, no. 4 (January 2001): 265–73. http://dx.doi.org/10.1080/01449290110069392.

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Glass, Carol R., and Luanne A. Knight. "Cognitive factors in computer anxiety." Cognitive Therapy and Research 12, no. 4 (August 1988): 351–66. http://dx.doi.org/10.1007/bf01173303.

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LESTER, DAVID. "A SHORT COMPUTER ANXIETY SCALE." Perceptual and Motor Skills 100, no. 3 (2005): 964. http://dx.doi.org/10.2466/pms.100.3.964-968.

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Lester, David, Bijou Yang, and Simon James. "A Short Computer Anxiety Scale." Perceptual and Motor Skills 100, no. 3_suppl (June 2005): 964–68. http://dx.doi.org/10.2466/pms.100.3c.964-968.

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A 6-item measure of computer anxiety was devised and showed good reliability and validity in both American and English samples so it could be useful in survey research when a brief measure of computer anxiety is needed.

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LESTER, DAVID. "A SHORT COMPUTER ANXIETY SCALE." Perceptual and Motor Skills 100, no. 4 (2005): 964. http://dx.doi.org/10.2466/pms.100.4.964-968.

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Beckers, John J., Jelte M. Wicherts, and Henk G. Schmidt. "Computer Anxiety: “Trait” or “State”?" Computers in Human Behavior 23, no. 6 (November 2007): 2851–62. http://dx.doi.org/10.1016/j.chb.2006.06.001.

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Kin, Kenzi, Orochi Oki, and Raiden Rai. "Impact Of Computer Anxiety On Computer Self Efficacy." IAIC Transactions on Sustainable Digital Innovation (ITSDI) 2, no. 1 (October 25, 2020): 69–74. http://dx.doi.org/10.34306/itsdi.v2i1.354.

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Data innovation is as of now turning into a worldwide pattern, where it tends to be analyzed by the regular utilization of different incorporated exercises utilizing PC gadgets. When contrasted with manual frameworks, electronic frameworks additionally give a few favorable circumstances to its clients, for example, programmed posting, result volume, speed, mistake counteraction, etc. Aside from these preferences, frequently the outcomes to be accomplished in the utilization of frameworks are mechanized not accomplished, this is likewise because of the irregularity between the modernity of data innovation applied by the association and the individual abilities in its activity. This examination expects to affirm the impact of PC nervousness on PC self-adequacy on the representatives of the North Badung Primary Tax Office. This investigation utilized an immersed test, where the quantity of surveys that were practical to be broke down was 53 polls. Speculation testing utilizing t-test. The aftereffect of this investigation is that PC nervousness negatively affects PC self-viability with a Sig. adding up to 0,000. To additionally improve representative PC self-viability in utilizing PCs, associations should direct preparing on utilizing PC programs consistently. The preparation will legitimately expand the person's view of his capacity to finish undertakings utilizing PC help.

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Bozionelos, Nikos. "Computer anxiety: relationship with computer experience and prevalence." Computers in Human Behavior 17, no. 2 (March 2001): 213–24. http://dx.doi.org/10.1016/s0747-5632(00)00039-x.

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Bozionelos, Nicholas. "Psychology of Computer Use: XLV. Cognitive Spontaneity as a Correlate of Computer Anxiety and Attitudes toward Computer Use." Psychological Reports 80, no. 2 (April 1997): 395–402. http://dx.doi.org/10.2466/pr0.1997.80.2.395.

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The relationship of cognitive spontaneity with measures of computer anxiety and attitudes toward computer use was investigated in a sample of 178 individuals attending advanced courses in management. As expected, a significant negative relationship between cognitive spontaneity and computer anxiety was found. The relationship remained significant even with statistical control for computer experience. The relationship between cognitive spontaneity and attitudes toward computer use was positive but not significant. The results imply both a direct and an indirect relationship between cognitive spontaneity and computer anxiety. Further, the results support the suggestion that computer anxiety and attitudes toward computer use are related but distinct constructs.

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Powers, Donald E. "Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (Gre©) General Test." Journal of Educational Computing Research 24, no. 3 (April 2001): 249–73. http://dx.doi.org/10.2190/680w-66cr-qrp7-cl1f.

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Despite some assumptions to the contrary, there is reason to believe that the introduction of computer-adaptive testing may actually help to alleviate test anxiety and diminish the relationship between test anxiety and test performance. This study provided a test of this hypothesis. Results are based on a sample of the Graduate Record Examinations (GRE©) General Test takers who took the computer-adaptive version of the test, and another sample of GRE examinees who took the paper-based version of the test. After taking the test, all examinees completed both a test anxiety inventory and an inventory concerning attitudes toward computers. Relationships were examined between performance on each of the three GRE General Test measures and reports of test anxiety (both worry and emotionality) and computer attitudes (both anxiety and confidence). For both the test anxiety and the computer attitudes scales, the relationship to GRE scores was similar for the computer-adaptive and paper-based GRE General Test. Thus, there was no support for the study's major hypothesis. Several ancillary findings, however, do have implications for large-scale testing programs, especially those moving to computer-based testing.

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Almaiah, Mohammed Amin, Raghad Alfaisal, Said A. Salloum, Fahima Hajjej, Sarah Thabit, Fuad Ali El-Qirem, Abdalwali Lutfi, et al. "Examining the Impact of Artificial Intelligence and Social and Computer Anxiety in E-Learning Settings: Students’ Perceptions at the University Level." Electronics 11, no. 22 (November 9, 2022): 3662. http://dx.doi.org/10.3390/electronics11223662.

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The learning environment usually raises various types of anxiety based on the student’s abilities to use technology and their abilities to overcome the negative feelings of an individual being watched all the time and criticized. Hence, learners still feel anxious while using computers and socializing in an e-learning environment. Learners who are faced with computer and AI tools are confused and frustrated. The uneasiness stems from anxiety or uneasiness, which is highly evident in daily interaction with computers and artificial intelligence tools or devices in e-learning contexts. The uneasiness stems from anxiety or uneasiness, which is highly evident in the daily interaction with computers and artificial intelligence tools or devices in e-learning contexts. To investigate this phenomenon empirically, a questionnaire was distributed among a group of undergraduate students who are studying different majors. This study aims to investigate the role of social anxiety and computer anxiety in an e-learning environment at the university level. Universities in the Gulf area are among those implementing e-learning systems. In spite of this, recent studies have shown that most students at Gulf universities are still resistant to using online systems; hence, it is necessary to determine the type of anxiety that creates such resistance and their relationship with other external variables such as motivation, satisfaction and self-efficacy. Students would be more likely to use e-learning tools and participate more effectively in their courses using the accessible electronic channels when the degree of anxiety is low. In this study, we have proposed a theoretical framework to investigate the role of social anxiety and computer anxiety in e-learning environments in the Gulf region. We examined how different variables such as satisfaction, motivation and self-efficacy can negatively or positively affect these two types of anxiety.

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Cooper, Joel, and Jeff Stone. "Gender, Computer-Assisted Learning, and Anxiety: With a Little Help from a Friend." Journal of Educational Computing Research 15, no. 1 (July 1996): 67–91. http://dx.doi.org/10.2190/w932-d1pt-2px7-3tc2.

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This study examined the effects of learning group gender composition and the use of nonverbal communication by a computer on performance and motivation following a computer-assisted biology lesson. The results showed that before the lesson began, group gender composition influenced self-reports of experience and knowledge about computers and also how subjects arranged their computer desktop. During the lesson, when a computer image of a human face was present on the screen, girls who reported low anxiety performed better and were more motivated to use the program relative to girls who reported high anxiety. In contrast, boys who reported high anxiety performed better and were more motivated to use the program when the tutor was present on the screen relative to boys who reported low anxiety. The implications of these findings for classroom gender organization and for using gender-appropriate educational software are discussed.

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