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Journal articles on the topic 'Computer anxiety'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Cohen, Brett A., and Gordon W. Waugh. "Assessing Computer Anxiety." Psychological Reports 65, no. 3 (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 wo

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Jones, Paul E., and Robert E. Wall. "Components of Computer Anxiety." Journal of Educational Technology Systems 18, no. 2 (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 co

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3

Marcoulides, George A. "Measuring Computer Anxiety: The Computer Anxiety Scale." Educational and Psychological Measurement 49, no. 3 (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 (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

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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 (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

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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 (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 prio

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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 (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

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8

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 (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 me

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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 (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, an

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

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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 (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”

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12

Craig, John S. "Managing Computer-Related Anxiety and Stress within Organizations." Journal of Educational Technology Systems 22, no. 4 (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

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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 (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 conferenci

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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 (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 ab

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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 (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 o

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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 (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 influe

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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 (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 anxiet

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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 (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. &

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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 (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 be

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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 (2007): 57–64. http://dx.doi.org/10.19030/rbis.v11i1.4431.

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Teo, Timothy. "Perceived Importance, Enjoyment, and Anxiety as Correlates of Computer Attitudes." Psychological Reports 100, no. 1 (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 lei

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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 (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

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Campbell, N. Jo. "Computer Anxiety of Rural Middle and Secondary School Students." Journal of Educational Computing Research 5, no. 2 (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 fin

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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 (1987): 49–59. http://dx.doi.org/10.1016/0747-5632(87)90010-0.

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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 (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

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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 (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 Jo

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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 (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 highe

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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 (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 met

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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 (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 (1991): 7–21. http://dx.doi.org/10.1016/0747-5632(91)90025-v.

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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 (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 inven

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Bozionelos, Nicholas. "Psychology of Computer Use: XLIV. Computer Anxiety and Learning Style." Perceptual and Motor Skills 84, no. 3 (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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Moussa, Nahla N., Tariq .., and Wael Ali. "Technology Fusion in Assessment: Test Anxiety and Academic Achievement in Tertiary Institutions." Fusion: Practice and Applications 14, no. 1 (2024): 56–65. http://dx.doi.org/10.54216/fpa.140105.

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The fusion of computer technologies has had a remarkable impact on contemporary culture, as computers have a substantial impact on practically all aspects of learning; nonetheless, some students have claimed that they still feel uncomfortable when using computers. Test anxiety related to computer–assisted assessment (CAA) is a main factor that is expected to influence students’ academic achievement. Learning math in the digital environment could be a challenging process for students which could increase anxiety levels among them. The current quantitative research study pursues to measure stude

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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 (2002): 315–25. http://dx.doi.org/10.1016/s0747-5632(01)00039-5.

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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 (1997): 683–92. http://dx.doi.org/10.1016/s0191-8869(96)00260-7.

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MacKowiak, Kate. "Deaf College Students and Computers: The Beneficial Effect of Experience on Attitudes." Journal of Educational Technology Systems 17, no. 3 (1989): 219–29. http://dx.doi.org/10.2190/63gg-4d8w-abc6-wdew.

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The impact of individual differences on deaf college students' attitudes toward computers was investigated. Three components of computer attitudes were examined: liking, anxiety, confidence. Mean scores for each component were calculated. Subjects ( n = 131) were students of both sexes who responded to a questionnaire (alpha .89 for the fall semester and .92 for the spring semester). A t-test did not yield significant differences in the two administrations. The sample positively responded to lack of computer anxiety, and indicated computer liking. Students' confidence level was low. Analyses o

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Jacinto, Mary Antoniete T., and Franklin A. Samonte. "Anxiety and Efficacy in Computer Technology Integration among Secondary School Teachers of Angadanan, Isabela, Philippines." Journal of BIMP-EAGA Regional Development 7, no. 1 (2022): 57–65. http://dx.doi.org/10.51200/jbimpeagard.v7i1.3695.

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Globally, computer technology is changing the way educators teach and students learn. Faculty must be computer literate, competent to use available technologies and to become innovative and receptive to change. This study aimed to know the levels of computer anxiety and self-efficacy, use of computer applications in instructions and levels of computer anxiety explained by computer self-efficacy, computer usage and selected characteristics. Findings show the total composite anxiety score of 29.36 which is interpreted as Low Technophobia, Generally, Relax or Comfortable. Among the identified sch

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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 (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 sp

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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 (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

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

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Wilson, Billie Ann. "Computer Anxiety in Nursing Students." Journal of Nursing Education 30, no. 2 (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 (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 (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 (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 (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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49

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

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Abstract:

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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