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Cooper-Gaiter, Elizabeth Diane. "Computer Anxiety and Computer Self-Efficacy of Older Adults." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/349.
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Many older adults (aged 55 and older) need training to acquire computer knowledge and skills. Using computers and the Internet could provide access to vital resources for improving older adults' health and maintaining their connections with family and society. This study examined 2 psychological constructs--computer anxiety and computer self-efficacy--that have been shown to impact a person's successful use of computers and related technology. Guided by Bandura's self-efficacy theory, which emphasizes the importance of adult learners being motivated and taking charge of their learning, this study examined the impact of a computer knowledge and skills workshop on older adults' computer anxiety and computer self-efficacy. A concurrent, mixed-methods design was used to collect and analyze survey data and interview transcripts from a convenience sample of African American older adults (N = 11). Mobile technology (i.e., tablet PCs and portable hotspots) was used to access the Internet and e-mail. Data analyses included thematic coding of the interview notes and descriptive statistics to present the survey results. The themes that emerged from the interview data were learning opportunities, positive attitudes, and user-friendly tools and equipment for reducing computer anxiety and constructive attitude changes and learning environments for improving computer self-efficacy. The descriptive statistics indicated favorable changes for computer anxiety with scores averaging a decrease of -26.5% and computer self-efficacy with scores averaging an increase of 62.1%. This study illustrated the feasibility of a low-cost approach for establishing a mobile computer laboratory to help older persons become proficient in their use of computers, the Internet, and related technology.
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Embi, Roslani. "Computer Anxiety and Computer Self-Efficacy Among Accounting Educators at Universiti Teknologi MARA, Malaysia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29546.
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This study was designed to determine the levels of computer anxiety, computer self-efficacy, and computer applications usage among members of the Faculty of Accountancy at Universiti Teknologi MARA (UiTM), Malaysia. The importance of the role of technology and information systems in economic development has grown significantly throughout the globe, thus affecting how nations educate students in order to produce a more technologically literate workforce. With the implementation of the smart schools concept in Malaysia, whereby these facilities are equipped with multimedia technology and world-wide networking, educators in higher learning institutions have to prepare themselves for high school graduates who will be technologically literate. While there have been much research in this area conducted in the United States at many different levels, it has never been conducted in Malaysia, specifically with the accounting faculty at UiTM. Therefore, a total of 368 full-time accounting faculty members who were teaching in the 2006/2007 academic year were surveyed, using questionnaires. The questionnaires were focused on obtaining information with regard to participants and computer: (a) anxiety, (b) self-efficacy, (c) and software usage, as well as (d) general information. At the end of the data collection period, 262 responses were received from the population. A test of the nul1 hypothesis revealed no evidence to imply that the respondent groupâ s gender and UiTM location distributions were significantly different from the population distributions based on the same attributes. Together with a high response rate (71%), these findings add credibility to the belief that the sample was representative of the population. This study showed that a majority of the faculty had low levels of computer anxiety and high levels of computer self-efficacy. Statistical analysis showed no significant mean differences between gender and age categories nor was there an interaction between the two said variables related to computer anxiety. However, pertaining to computer self-efficacy, the study found a statistically significant mean difference between age categories. Furthermore, the results from stepwise multiple regressions also indicated that the most efficient model for predicting the level of computer anxiety was composed of a single variable, computer self-efficacy.Ph. D.
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Clarke, Marlon Renese. "The Role of Self-Efficacy in Computer Security Behavior: Developing the Construct of Computer Security Self-Efficacy (CSSE)." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/121.
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As organizations have become more dependent on networked information systems (IS) to conduct their business operations, their susceptibility to various threats to information security has also increased. Research has consistently identified the inappropriate security behavior of the users as the most significant of these threats. Various factors have been identified as contributing to these inappropriate security behaviors, however, not enough is known about the role of social factors in mediating these behaviors.
This study developed a new computer security self-efficacy (CSSE) construct, identified items of CSSE in the context of individuals' use of encrypted e-mail, and determined the validity and reliability of the items of CSSE. Further, significant factors of CSSE were identified. First, a qualitative phase comprising focus groups and an expert panel was used to identify valid items of CSSE, develop a new instrument to measure the new CSSE construct, and validate the new CSSE instrument. After completing the qualitative phase, a quantitative phase was employed to collect empirical data on the CSSE items. The CSSE measurement instrument was administered to IS users at a major university in the southeastern United States and 292 responses were received. The collected data was statistically analyzed to identify significant factors of CSSE and the items of CSSE that demonstrate high reliability. Factor analysis was performed using Principal Component Analysis (PCA) and identified four significant and highly reliable factors of CSSE with a cumulative variance of nearly 68%. The four factors were named Performance Accomplishments and Technical Support, Goal Commitment and Resource Availability, Experience Level, and Individual Characteristics. Additionally, 35 items of CSSE were identified as possessing high reliability.
This study contributes to advancing of the body of knowledge regarding the use of e-mail encryption by developing a new CSSE construct and extending Computer Self-Efficacy research into the area of computer security and e-mail encryption. Further, by identifying factors of CSSE, an understanding of what IS users believe will impact their ability to use encryption to send e-mail messages is obtained. This understanding can aid in enhancing the use of encryption mechanisms to send e-mail, promoting positive computer security behavior, and so contribute positively to IS practice.
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Webster, Linda D. "Measuring change in computer self-efficacy and computer literacy of undergraduates in an introduction to computers course /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164548.
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Beaudin, Lorraine Catherine, and University of Lethbridge Faculty of Education. "Computer self-efficacy and classroom practice : what is the correlation?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1998. http://hdl.handle.net/10133/78.
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The present technological focus in education is requiring teachers to become computer-literate so that they are better able to integrate computer technology into their teaching. This thesis examines teachers' leves of computer self-efficacy (one's belief in one's ability to use computers) to see if there is a correlation with computer self-efficacy and classroom practice. Current research suggest that one can use computer self-efficacy as a way of determing teachers' levels of willingness to use computers. Based on the distribution of a computer self-efficacy scale and a questionnaire designed to identify computer technology integration into teaching, this study shows the correlation between computer self-efficacy and
classroom practice in a selection of schools in southern Alberta. The finding of the research show that there is a weak correlation (r=0.405) between CSE and classroom practice; while there is a moderate to strong correlation (r=0.62) between CSE and instructional practice. Interestingly, the correlations between CSE and each of the specific classroom uses listed in the survey were extremely weak. These correlation coefficients ranged from 0.0777-0.287. Only 14/87 of the teachers surveyed have not attended a computer course. However, out of those 14 teachers only 2 do not use the computer for classroom used. On the other hand, of the 73 teachers who have attended a computer course, 16 do not use the computer in classroom teaching. For this group of teachers, participating in a computer course did not appear to have an impact on classroom practice. Moreover, the reseach found that those teachers with high levels of CSE do not necessarily teach using computers. An exploration of change literature provides a framework for understanding these results, and help place in perspective the need to rethink guidelines for professional development, teacher education and classroom practice as they relate to computers in education.vii, 68 leaves : ill. ; 28 cm.
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Adhyatman, Alexandra Anggraini. "Investigating the aptitude treatment interaction: Age, gender, computer self-efficacy and computer training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/998.
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Beaudin, Lorraine Catherine. "Computer self-efficacy and classroom practice, what is the correlation?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38442.pdf.
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Merritt, John M. "The effect of increasing a person's computer self-efficacy on his or her intentions to use a computer." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05092009-040405/.
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Brown, Shelia. "An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28399/.
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The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.
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Mason, Stacie Lee. "Teaching K-6 Computer Science: Teacher and Student Attitudes and Self-Efficacy." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9074.
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This article-format dissertation addresses elementary student and teacher attitudes and self-efficacy for computer science. The first article (Mason & Rich, in press) describes what the literature says about preservice and inservice training to help K-6 teachers increase knowledge and self-efficacy to teach computer science. The second article (Mason, West, & Leary, under review) describes an effort to provide training for local elementary school teachers to teach computational thinking with robots. The third article (Mason & Rich, under review) describes how we developed and validated an instrument to assess K-8 students' coding attitudes and beliefs, including perceived self-efficacy, interest, utility value, gender stereotypes, cultural stereotypes, and social value.
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Fogg, Richard John. "The effects of feedback and strategy on self-efficacy and computer task performance." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1023.
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Lenahan-Bernard, Joan. "Relationship of Computer Self-Efficacy and Self-Directed Learning Readiness to Civilian Employees’ Completion of Online Courses." NSUWorks, 2014. http://nsuworks.nova.edu/fse_etd/52.
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Relationship of Computer Self-Efficacy and Self-Directed Learning Readiness to Civilian Employees’ Completion of Online Courses. Joan M Lenahan-Bernard, 2014, Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Computer Self-Efficacy, Self-Directed Learning, E-Learning. This study investigated the relationship of computer self-efficacy (CSE) and self-directed learning readiness (SDLR) to civilian employees’ completion of online courses. A mixed methods design was used to answer five research questions: What is the relationship between CSE and federal civilian employees’ completion of online courses? What is the relationship between SDLR and federal civilian employees’ completion of online courses? What do civilian employees identify as the relationship between CSE and SDLR and their decision to complete or not complete online courses? What do civilian employees identify as the relationship between the workplace environment and their decision to complete or not complete online courses? What results emerge from comparing quantitative data and qualitative data regarding the relationship between CSE and SDLR and civilian employees’ decisions to complete online courses? Ninety-eight civilian employees completed the Self-Directed Learning Readiness Scale (SDLRS) and the Computer Users Self-Efficacy (CUSE) Scale. Archival data were used to measure course completion. Descriptive and inferential statistics were used to determine the relationship of CSE and SDLR to the completion of online courses Interviews were conducted to obtain insight into the relationship between CSE and SDLR and civilian employees’ decision to complete online courses. Qualitative data were organized according to the principles of SDLR theory and themes. A merged data display shows responses aligned with questionnaire scores and completion status. Findings showed no statistically significant relationship between the percentage of online courses completed and CSE (r=.04, p=.72, N=98) or between the percentage of online courses completed and SLDR (r=-.15, p=.15, N=98). The relationship between SDLR and CSE was statistically significant (r=.21, p=.035, N=98) which is supported in the literature. Qualitative analysis showed that civilian employees were frustrated by poor design, outdated nature, and irrelevance of most online courses and resources they were expected to use.
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Artis, Sharnnia. "The Effects of Age, Computer Self-Efficacy, and the Design of Web-Based Training on Computer Task Performance." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31755.
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By the year 2020, it is projected that 30% of the United States population will be comprised of people age 65 and older (Administration on Aging, 2004). Individuals over age 65 will continue to constitute a larger proportion of the total population because people are living longer and healthier lives. With older adults living longer, this senior population leads very active lives and often has great interest in modern technology such as the Internet (Nielsen, 2002). Given the use of computers in the workplace and homes and the increase in the number of older adults in the next 20 years, the use of computers by older adults is a significant issue that should be addressed (Czaja, 1996).
Computer tasks involve cognitive skills that may be challenging for older adults. Most of the literature suggests that cognitive skills decline as individuals age (Baddeley, 1981; Foos, 1989; Salthouse, 1996; Welford, 1985).
Decrements in working memory could place older adults at a disadvantage when performing computer-interactive tasks. To increase the success of older workersâ performance with computer technology, web-based training programs designed to accommodate age-related cognitive declines may be an effective avenue to deliver computer training to younger and older adults. The objectives of this study were to explore computer self-efficacy differences between younger adults (18-24 years old) and older adults (65 and older) and to determine if the design of a web-based training system affects individual performance when completing a computer task. Four hypotheses were tested in this study: older adult-centered web-based training program would yield better performance for both younger and older adults; older adults would have lower computer self-efficacy than younger adults; participants with higher computer self-efficacy would perform better on a computer task; and participants with higher usability ratings would perform better on the computer task. Results of the study did not directly support any of the hypotheses. However, age-related differences were evident in training time, task completion time, performance score, and usability ratings. The older adult participants had longer training and task completion times, lower performance scores, and higher usability ratings. Results were discussed in terms of limitations and implications of older-adult centered training programs.Master of Science
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Choi, Min Suk. "Assessing the Role of User Computer Self-Efficacy, Cybersecurity Countermeasures Awareness, and Cybersecurity Skills toward Computer Misuse Intention at Government Agencies." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/119.
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Cybersecurity threats and vulnerabilities are causing substantial financial losses for governments and organizations all over the world. Cybersecurity criminals are stealing more than one billion dollars from banks every year by exploiting vulnerabilities caused by bank users' computer misuse. Cybersecurity breaches are threatening the common welfare of citizens since more and more terrorists are using cyberterrorism to target critical infrastructures (e.g., transportation, telecommunications, power, nuclear plants, water supply, banking) to coerce the targeted government and its people to accomplish their political objectives. Cyberwar is another major concern that nations around the world are struggling to get ready to fight. It has been found that intentional and unintentional users' misuse of information systems (IS) resources represents about 50% to 75% of cybersecurity threats and vulnerabilities to organizations. Computer Crime and Security Survey revealed that nearly 60% of security breaches occurred from inside the organization by users.
Computer users are one of the weakest links in the information systems security chain, because users seem to have very limited or no knowledge of user computer self-efficacy (CSE), cybersecurity countermeasures awareness (CCA), and cybersecurity skills (CS). Users' CSE, CCA, and CS play an important role in users' computer misuse intention (CMI). CMI can be categorized as unauthorized access, use, disruption, modification, disclosure, inspection, recording, or destruction of information system data. This dissertation used a survey to empirically assess users' CSE, CCA, CS, and computer misuse intention (CMI) at government agencies. This study used Partial Least Square (PLS) technique to measure the fit of a theoretical model that includes seven independent latent variables (CSE, UAS-P, UAS-T, UAC-M, CCS, CIS, & CAS) and their influences on the dependent variable CMI. Also, PLS was used to examine if the six control variables (age, gender, job function, education level, length of working in the organization, & military status such as veteran) had any significant impact on CMI.
This study included data collected from 185 employees of a local and state transportation agency from a large metropolitan in the northeastern United States. Participants received an email invitation to take the Web-based survey. PLS was used to test the four research hypotheses. The results of the PLS model showed that UAC-M and CIS were significant contributors (p
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Gibbs, S. F. "An examination of near-graduates' computer self-efficacy in light of business employers' expectations." Diss., Lincoln University, 2009. http://hdl.handle.net/10182/1448.
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The use of computers has become part of every day life. The high prevalence of computer use may lead employers to assume university graduates will have good computing skills. Such assumptions may be the reason that employers use broad terms to advertise the computing tasks required for graduate-level positions. This thesis investigates how well the expectations of employers match the perceptions of near-graduates about their computer skills. Four graduate-level positions were identified from advertisements placed in order to recruit graduates. The employers who placed these advertisements were surveyed by interview and questionnaire. Twenty-one students about to graduate from a university commerce programme were also interviewed and surveyed. It was found that the wording of the advertisements did not satisfactorily portray the requirements and intentions of the employers. It was also found that skills the near-graduates perceived they possessed frequently did not meet the expectations of employers. Results also show that the near-graduates did not fully understand which computing skills would be expected in the workplace. This study highlights implications for three groups: employers, graduates and educators.
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Griffin, Christopher. "Investigating the effects of stable personality traits on computer self-efficacy with repeated training /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240701231&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Awwal, Mohammad Abdul. "An Empirical Investigation of the Relationship between Computer Self-Efficacy and Information Privacy Concerns." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/82.
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The Internet and the growth of Information Technology (IT) and their enhanced capabilities to collect personal information have given rise to many privacy issues. Unauthorized access of personal information may result in identity theft, stalking, harassment, and other invasions of privacy. Information privacy concerns are impediments to broad-scale adoption of the Internet for purchasing decisions. Computer self-efficacy has been shown to be an effective predictor of behavioral intention and a critical determinant of intention to use Information Technology. This study investigated the relationship between an individual's computer self-efficacy and information privacy concerns; and also examined the differences among different age groups and between genders regarding information privacy concerns and their relationships with computer self-efficacy.
A paper-based survey was designed to empirically assess computer self-efficacy and information privacy concerns. The survey was developed by combining existing validated scales for computer self-efficacy and information privacy concerns. The target population of this study was the residents of New Jersey, U.S.A. The assessment was done by using the mall-intercept approach in which individuals were asked to fill out the survey. The sample size for this study was 400 students, professionals, and mature adults.
The Shapiro-Wilk test was used for testing data normality and the Spearman rank-order test was used for correlation analyses. MANOVA test was used for comparing mean values of computer self-efficacy and information privacy concerns between genders and among age groups. The results showed that the correlation between computer self-efficacy and information privacy concerns was significant and positive; and there were differences between genders and among age groups regarding information privacy concerns and their relationships with computer self-efficacy.
This study contributed to the body of knowledge about the relationships among antecedents and consequences of information privacy concerns and computer self-efficacy. The findings of this study can help corporations to improve e-commerce by targeting privacy policy-making efforts to address the explicit areas of consumer privacy concerns. The results of this study can also help IT practitioners to develop privacy protection tools and processes to address specific consumer privacy concerns.
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Lit, Suk-yee, and 列淑儀. "Using Knowledge Forum® to enhance students' learning and self-efficacy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B39848838.
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Bolt, Melesa Altizer. "The Social Cognitive Model for Computer Training: An Experimental Investigation." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26736.
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The need to develop appropriate computer training techniques has led to an explosion of research in information systems. One of the most recent studies was conducted by Compeau and Higgins (1995) in which two training methods were examined in the context of Social Cognitive Learning Theory (Bandura, 1977, 1978). The training methods examined were traditional lecture-based training and behavior modeling.
Based on various anomalies found in the Compeau and Higgins study, this paper introduced a moderating variable, task complexity, into their model and also attempted to replicate their original experiment. This study also incorporated an additional training method, Computer Aided Instruction (CAI), which was examined in an experiment by Gist, Schwoerer, and Rosen (1989).
It was hypothesized that task complexity has a moderating effect on the relationships between behavior modeling and performance, between behavior modeling and self-efficacy, and between self-efficacy and performance. Finally, an empirical investigation was performed to determine the relative effectiveness of the three training methods examined.
To test these hypothesized relationships, an experiment was conducted that examined prior performance, self-efficacy, outcome expectations, and actual performance at two levels of task complexity for each of the three training methods.
The data were analyzed using a combination of multivariate and univariate analyses of variance and a structural equation modeling software package, AMOS©. Five of the original nine hypotheses from the Compeau and Higgins study were fully supported; however, none of the task complexity and only one of the avoidance behavior hypotheses were supported. Possible causes of this lack of support were multi-dimensionality of constructs or the need to examine task dimensions other than complexity.
Relevant findings in this study included (1) a positive significant relationship between behavior modeling and final performance, (2) a positive significant relationship between prior performance and the endogenous constructs in the model: computer self-efficacy, outcome expectations, and final performance, and (3) a ranking of the three training methods in terms of effectiveness. Although behavior modeling produced the best performance results at all levels of task complexity, CAI was equally effective when the level of complexity was high. For low complexity tasks, however, CAI was the least effective method examined.Ph. D.
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Huzzie-Brown, Annette. "Beliefs vs Behavior of Elementary Teachers Integrating Technology in Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4733.
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Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers' technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura's social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers' perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace.
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Al-hajri, Amina Obaid. "Computer assisted assessment in Oman : factors affecting student performance." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/318.
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This thesis investigates the social and psychological factors that might affect Omani higher education students if computerised assessment was to be implemented. A review of the literature and the historical and cultural development in Oman suggested that a number of different variables might affect students‘ performance when taking computerised assessment. These factors which include gender, college of study and geographical region of residence may cause unwanted and selective differences in student performance which are not related to the content of the assessment. In addition, the potential effects of such variables as computer experience and computer self-efficacy on student performance were investigated. The study also explored student and academic staff attitudes towards computerised assessment. Both quantitative and qualitative methods are used in this study through a selection of instruments such as a test that was delivered in different modes, questionnaires, focus groups and semi-structured interviews. Quantitative approaches are used to provide answers to the main study questions about student performance, and qualitative approaches are used to get deeper insights into the students‘ and staff members‘ perceptions, attitudes and values in relation to the research subject of the study. All these instruments were developed based upon the literature and also validated through a separate initial study. The main study took place after the instruments had been validated and involved over 400 students and 100 staff at three Omani Applied Sciences Colleges. Statistical analysis showed a small but significant difference between the two assessment modes in favour of the paper-and-pencil test. There was a significant difference in performance between both genders, with females out-performing males. However, the most striking finding was a differential effect of assessment mode between males and females. Males performed better in the computerized test than in the paper-based one, in contrast to females whose performance in the paper test was better. This suggests that the introduction of computerised testing may affect males and females in different ways. One 4 possible explanation for this is that Omani males have more opportunities to use computers inside and outside homes. The questionnaire results and the qualitative information from focus groups both showed that females were more nervous and found it more difficult to read from the computer screen than males did. Also, it was obvious in the focus group discussions that females had more negative feelings towards computerised testing compared to males, both before and after experiencing computerised assessment. The study found that students‘ performance in the English language test had showed significant variation across colleges, and among students from different regions. This variation seemed to be associated with variation in computer experience among students at the different colleges and from different regions. This may be due to regional differences or specificities, especially in terms of computer use, among the nine administrative regions in Oman. Staff attitudes and perceptions towards CAA, in general, were positive and not affected by either the gender or nationality/language factor. Most of the academic staff members revealed their willingness to implement CAA but also stressed that CAA should be gradually implemented. Both students and staff members identified a number of important points such as the need for a reliable system, qualified technicians and sufficient computers if Computer Assisted Assessment was to achieve wide acceptability.
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Johnson-Martin, Pearl. "The effect of training on teacher's computer self-efficacy and technology practices| A descriptive study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538844.
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The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers’ perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.
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Peterson, Patricia. "Explaining the technological gender gap : self-efficacy, utilitarian attitudes, and computer use among college students /." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-11072008-063546/.
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Davis-McShan, Melaney Laine. "Impact of Computer-Mediated Communication Duration on Adolescent Social Self-Efficacy, Social Anxiety, and Depression." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/294.
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Research suggests that Internet and cell phone overuse may result in lower levels of social skills and encourage isolation from peers. Less clear is whether the duration of computer-mediated communication (CMC) influences adolescent perception of their social skills competency or emotional health. This research was guided by the social cognitive theory, which suggests that social self-efficacy (SSE), the belief that they have the skills to engage successfully with others in conversation and social activities, develops from mastery experiences that regulate thought, motivation, and action. This quantitative cross-sectional survey design utilized a convenience sample of 49 adolescents ages 11-19, living in Austin County, TX, to examine the impact of CMC duration on adolescent SSE, social anxiety, and depression. Regression analyses indicated CMC duration did not significantly affect SSE, social anxiety, or depression at the p <. 05 level. Computer-mediated communication duration did influence SSE at the p = .07 level, suggesting a trend toward statistical significance. Post hoc analysis revealed a significant interaction at the p < .05 level when CMC restriction severity was tested as a moderator in the CMC duration-SSE relationship. These findings suggest that the interaction between CMC duration and restrictions may influence social self-efficacy. Additional research on the relationship between CMC and adolescent psychosocial health would be helpful, particularly using larger and more generalizable samples. This study may inform the efforts of authority figures to adolescents, specifically, on the ways in which technological changes affect adolescent social development and will help to ensure that adolescents are safe, psychologically healthy, and able to maintain healthy relationships.
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Popkin, Kashieka N. "Higher Education Students' Perspectives on the Influence of Computer-Based Instructional Systems on Self-Efficacy and Motivation." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538708/.
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This dissertation aims to identify undergraduate students' perspectives concerning the effectiveness of CBI environments as an instructional tool, and the influence it has on their self-efficacy and motivation. Data was collected from 221 participants from two midwestern universities. A convergent mixed-method research was conducted using a Likert-style survey and semistructured interviews. Stepwise regression, Pearson correlation coefficient, effect sizes and thematic analysis were used to identify significant relationships between variables, and find recurring themes. It was found that over 70% of the student population had positive attitudes towards the use of CBI environments with a mean of 3.5 on a 5-point scale. Students who had a high mean attitude towards CBI systems also had a high mean self-efficacy score. Secondly, four models emerged which suggests that; the value student assign to tasks, the control over the CBI environment, control over their learning, and motivation are significant factors (p>.50) that affect their self-efficacy. Finally, it was found that students' motivation is affected by instructional components, challenges, lack of instructor presence, and feedback. It can be concluded that varying factors that can affect how students' perceive the courses and their abilities, and the implementation of adaptive CBI systems maybe an option to meet students' diverse instructional needs. Future research recommendations are (1) if professors pacing of activities within a CBI affect students' self-efficacy when course semesters vary, and (2) if the lack of professor control over activity design negatively impacts students learning and motivation.
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Madlock, Paul E. "The development of technological management model a conceptualization of computer technology in the workplace /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10455.
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Thesis (Ph. D.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains vi, 167 p. : ill. Includes abstract. Includes bibliographical references (p. 106-134).
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Yang, Chia-chi Laffey James M. "Understanding participation and its relationship with arthritis self-efficacy in a computer-supported community of practice for rheumatoid arthritis patients." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6877.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James Laffey. Vita. Includes bibliographical references.
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Blanke, Sandra Jetton. "A Study of the Contributions of Attitude, Computer Security Policy Awareness, and Computer Self-Efficacy to the Employees' Computer Abuse Intention in Business Environments." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/93.
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While computer technology is generally intended to increase employee productivity and effectiveness that same computer technology may be used in negative ways that reduces productivity and increases cost in the business environment. Computer abuse has occurred in the past 12 months in more than half of the business environments surveyed by the Computer Security Institute. To date, research results still indicate that employee computer abuse is problematic and continues to significantly increase. It is estimated American businesses will lose $63 billion each year due to employees' computer abuse on the Internet.
This study was a predictive study that attempted to predict employees' computer abuse intention (CAI) in the business environment based on the contribution of attitude (ATT), computer security policy awareness (CSPA), and computer self-efficacy (CSE). Working professionals from the south central United States were surveyed to determine their ATT toward computer abuse, CSPA, and CSE, as well as their intention to commit computer abuse in the business environment. A theoretical model was proposed, and two statistical methods were used to formulate models and test predictive power: Multiple Linear Regression (MLR) and Ordinal Logistic Regression (OLR). It was predicted that ATT, CSPA, and CSE will have a significant impact on employee's CAI. Results demonstrated that ATT was a significant predictor in predicting employee CAI on both the MLR and OLR regression models. CSE was a significant predictor on the MLR model only. CSPA was not found to be a significant predictor of CAI on either regression models.
There are two main contributions of this study. First, to develop and empirically validate models for predicting employee's CAI in the business environment. Second, to investigate the most significant construct of the three constructs studied that contribute to the employee's CAI in the business environment.
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Clanton, Kelley La rae. "The improvement of computer performance and self-efficacy among seniors citizens through training and virtual classrooms." Auburn, Ala, 2009. http://hdl.handle.net/10415/1662.
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Palmquist, Lena. "Exploring self-efficacy in end-user programming : a feminist approach." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91504.
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Digital services and devices are today more spread than ever, forming a basis for new innovations, even among ordinary people. And yet, producers of such services and devices are mostly men with programming skills. Women's participation in development and design of digital products is thus not yet as influential as that of men. An approach to this situation is to offer web-based environments for end-user development where people with no programming experiences have the opportunity to develop their own smartphone applications. The SATIN project, a collaboration between universities and IT-companies, has taken such an approach, with a focus on supporting female end-users. This project has been serving as a case in this research with the purpose of exploring and understanding end-user programming related to self-efficacy and female strategies. Experiences from being a member of the SATIN project are accounted for as well as results from qualitative observation studies capturing subjects’ reactions to the system. In the first set of observations, 9 subjects tested a mock-up version of the so-called SATIN editor, where the actual app building takes place. Later on a second set of observations with 11 subjects focused on how to support computer self-efficacy and end-user programming strategies that women prefer to a higher degree than men. Observations indicate that the women where as positive to making use of the editor as the men. The test subjects also showed signs of motivation as well as creativity while exploring the system. An observation related to design aspects of the system was that the quality of the components that form the smartphone apps seems to be crucial if the system is expected to truly support strategies that women request. Supporting women's own perceptions of self-efficacy related to developing computer-based systems is challenging, still indications of acceptance and enthusiasm for the system were observed. From a design perspective, using strategies and self-efficacy sources as an evaluation framework in the development process shows potential for improved design, and not only when designing for female users, but for diverse groups of users, hopefully paving the way for a more diverse community of producers of computer-based products.SATIN 2 project
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Tinnerman, Larry S. "University faculty expressions of computer self-efficacy and personal attitudes regarding the viability of distance learning." Open access to IUP's electronic theses and dissertations, 2007. http://hdl.handle.net/2069/63.
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Lewis, Racheida Sharde. "The Influences of First-Year Engineering Matriculation Structures on Electrical and Computer Engineering Students' Self-Efficacy." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103325.
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While first-year engineering (FYE) programs have grown dramatically over the last 30 years, they take a variety of different structures. However, few if any, researchers and FYE program developers has considered how program structure, and specifically matriculation, impacts retention – an issue that continues to be of concern as we seek to grown the national engineering workforce. Low retention rates combined with lack of diversity becomes even more acute when considering the field of Electrical and Computer Engineering (ECE) which ranks as one of the least diverse engineering disciplines. One factor that has been shown to support retention is self-efficacy or individuals' beliefs in their ability to succeed. Therefore, to help address the retention issues in ECE, this dissertation explores the programmatic influence of first-year engineering matriculation structures on self-efficacy development in electrical and computer engineering students. In particular, it compares declared engineering (DE) programs, which admit students to a specific engineering field, to general engineering (GE) programs, in which students are admitted to engineering but do not select a specific engineering field until after their first year.
Using qualitative and quantitative methodologies, this dissertation presents three manuscripts: 1) a quantitative secondary analysis comparing competency beliefs in a GE program and a quasi- DE first-year engineering program for ECE students; 2) a qualitative secondary analysis of self-efficacy development in a DE first-year program; and 3) a qualitative analysis exploring similarities and differences in self-efficacy development in EE students at two universities, one with a DE program and one with a GE program.
The exploratory studies resulted in findings that demonstrate strong similarities in self-efficacy development in students from the DE and GE programs. Those differences that did emerge are largely attributed to how self-efficacy is discussed by students: 1) self-efficacy is developed differently between the two programs because the tasks associated with each program are different; 2) GE students discuss self-efficacy more broadly regarding engineering in general, focusing on domains like professional skills; 3) DE students discuss self-efficacy development more narrowly, specifically related to being an electrical or computer engineer. Additionally, the findings from study 2 suggest that pedagogical structures may be more important regarding self-efficacy development than matriculation structures. These results broaden our understanding of how FYE programs impact self-efficacy development within the context of a specific major, but still lend themselves to further exploration regarding factors most related to persistence and the experiences of underrepresented minorities in engineering.Doctor of Philosophy
While first-year engineering (FYE) programs have grown dramatically over the last 30 years, they take a variety of different structures. However, few if any, researchers and FYE program developers have considered how program structure impacts persistence – an issue that continues to be of concern as we seek to grown the national engineering workforce. Low retention rates combined with lack of diversity in the field becomes even more intense when considering the field of Electrical and Computer Engineering (ECE) which ranks as one of the least diverse engineering disciplines. One factor that has been shown to support retention is self-efficacy or individuals' beliefs in their ability to succeed. Therefore, to help address the retention issues in ECE, this dissertation explores the programmatic influence of first-year engineering matriculation structures on self-efficacy development in electrical and computer engineering students. In particular, it compares declared engineering (DE) programs, which admit students to a specific engineering field, to general engineering (GE) programs, in which students are admitted to engineering but do not select a specific engineering field until after their first year. The dissertation includes three studies: 1) a quantitative comparison of expectancy (similar to self-efficacy) beliefs in a GE program and a quasi- DE first-year engineering program for ECE students; 2) a qualitative study of self-efficacy development in a DE first-year program using interviews with students; and 3) a qualitative study of similarities and differences in self-efficacy development in EE students at two universities, one with a DE program and one with a GE program. The studies demonstrated similarities in self-efficacy development in students from the DE and GE programs, with differences largely attributed to how students described self-efficacy, as follows: 1) self-efficacy is developed differently between the two programs because the tasks associated with each program are different; 2) GE students discuss self-efficacy more broadly regarding engineering in general, focusing on issues like professional development skills; 3) DE students discuss self-efficacy development more narrowly, specifically related to being an electrical or computer engineer. Additionally, the findings from study 2 suggest that approaches to teaching may be more important for self-efficacy development than matriculation structures. These results broaden our understanding of how FYE programs impact self-efficacy development within the context of a specific major, but also point to the need for more research on factors most related to persistence and the experiences of underrepresented minorities in engineering.
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HALL, BETTIE C. "Investigating the Relationships Among Computer Self-Efficacy, Professional Development, Teaching Experience, and Technology Integration of Teachers." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211466285.
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Feldhausen, Russell A. "Mission to Mars: a computer science curriculum for middle school STEM camps." Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38864.
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Master of ScienceDepartment of Computer Science
Daniel A. Andresen
This thesis presents a curriculum designed for 5th and 6th grade students attending a summer camp for science, technology, engineering, and mathematics (STEM) disciplines. The curriculum uses several concepts from educational theory and computer science education research. It also uses techniques such as cognitive apprenticeship, expansive framing, and scaffolded lessons to increase student learning outcomes. It was taught during two cohorts of a STEM summer camp. The curriculum is analyzed through self-efficacy surveys both before and after the class, measuring how students judged their own capability to use skills learned during the class. Analysis of the data shows that the increase in student self-efficacy has a medium to large effect size overall, as well as student self-efficacy with many computational thinking skills. Data from various population groups based on gender, previous STEM experience, and socio-economic status indicators is also analyzed. Finally, many areas of future work and improvement are presented and discussed. The outcome of this work is to demonstrate the effectiveness of the curriculum presented in increasing student self-efficacy with computational thinking skills, specifically by showing the links between content in the curriculum and specific computational thinking skills.
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Wooten, Samuel. "Integrating Computer-Based Games in E-Learning: An Examination of Game Features, Goal Orientation, and Self-Efficacy." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1197.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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Winters, Desiree Marie. "Using Playable Case Studies to Influence Teen Girls' Self-Efficacy and Interest in Cybersecurity." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7558.
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Various factors dissuade women from the field of cybersecurity. Educational interventions are needed to mitigate the negative effects of stereotypes and low perceived self-efficacy and help girls gain interest in learning about cybersecurity. This thesis focuses on an intervention targeted to increase teenage girls' interest and self-efficacy in cybersecurity: the Cybermatics Playable Case Study. Findings from a mixed-methods study in which a focus group was conducted with 7 middle school girls, interviews were conducted with 2 high school girls, and pre- and post- simulation survey was collected from all 9 participants reveal tensions between enjoyment and frustration in the girls' experience with Cybermatics and their desire for both autonomy in completing tasks and the availability of help when needed. Almost all of the study participants indicated that their experience with the Playable Case Study made them more interested in cybersecurity and feel more confident in their ability to do well in a cybersecurity class, although the quantitative data revealed considerable complexity in the girls' perceptions of these constructs and significant lack of prior knowledge of cybersecurity. Quantitative survey data illustrates correlations between successful completion and enjoyment of the simulation, interest, and self-efficacy. Qualitative data from the focus group and 2 individual interviews shed light on what may be the simulation's greatest benefit: giving exposure to cybersecurity to teen girls in a way that is interesting and provides an accurate portrayal of the work of a security analyst.
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Maddrey, Elizabeth. "The Effect of Problem-Solving Instruction on the Programming Self-Efficacy and Achievement of Introductory Computer Science Students." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/224.
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Research in academia and industry continues to identify a decline in enrollment in computer science. One major component of this decline in enrollment is a shortage of female students. The primary reasons for the gender gap presented in the research include lack of computer experience prior to their first year in college, misconceptions about the field, negative cultural stereotypes, lack of female mentors and role models, subtle discriminations in the classroom, and lack of self-confidence (Pollock, McCoy, Carberry, Hundigopal, & You, 2004). Male students are also leaving the field due to misconceptions about the field, negative cultural stereotypes, and a lack of self-confidence. Analysis of first year attrition revealed that one of the major challenges faced by students of both genders is a lack of problem-solving skills (Beaubouef, Lucas & Howatt, 2001; Olsen, 2005; Paxton & Mumey, 2001).
The purpose of this study was to investigate whether specific, non-mathematical problem-solving instruction as part of introductory programming courses significantly increased computer programming self-efficacy and achievement of students.
The results of this study showed that students in the experimental group had significantly higher achievement than students in the control group. While this shows statistical significance, due to the effect size and disordinal nature of the data between groups, care has to be taken in its interpretation. The study did not show significantly higher programming self-efficacy among the experimental students. There was not enough data collected to statistically analyze the effect of the treatment on self-efficacy and achievement by gender. However, differences in means were observed between the gender groups, with females in the experimental group demonstrating a higher than average degree of self-efficacy when compared with males in the experimental group and both genders in the control group. These results suggest that the treatment from this study may provide a gender-based increase in self-efficacy and future research should focus on exploring this possibility.
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Poussa, Cherry. "Designing and evaluating virtual persuasive agents in providing social support for Web-based learning self-efficacy in nurse education." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42226/.
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Students learning in blended learning and classroom environments benefit from social interaction and vicarious learning experience with their peers and tutors. In comparison, students learning via self-directed Web-based learning cannot benefit from these advantages and may feel isolated. This research investigates if the presence of virtual persuasive agents presented as avatars, happy images and encouraging text can provide social support similar to real peers and improve students’ Web-based learning self-efficacy (WBLSE). This research also examines if low and high fidelity virtual persuasive agents can provide social support in a similar way. This study uses Bandura’s (1982) self-efficacy theory as a framework for changing nursing students’ beliefs in using the Web for learning. The basis for including virtual persuasive agents in this research stems from the media equation theory (Reeves & Nass, 1996) which holds that Computers are Social Actors (CASA) and that people respond to Web-based media as if they were social actors. Adopting the User-Centred Design approach, a bespoke Web-based training package was developed for changing pre-registration and post-registration nursing students’ WBLSE. In a quasi-experimental design, the package was delivered in three separate studies to different groups of pre-registration and post-registration nursing students. Several important findings contributed to the WBLSE body of knowledge. Overall, the training package was found to be effective with the nursing students’ WBLSE improving equally in the intervention groups in all studies. Pre-registration students showed the greatest improvement when learning by self-direction supported by virtual persuasive agents, whereas post-registration students improved when learning in a blended setting without their support. Low-fidelity virtual persuasive agents were sufficient in providing social support for pre-registration students in self-directed settings. The implications for Web-based learning in nurse education, research and practice are discussed.
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Santoso, Harry Budi. "Computer Self-Efficacy, Cognitive Actions, and Metacognitive Strategies of High School Students While Engaged in Interactive Learning Modules." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2043.
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The purpose of this research was to investigate high school students’ computer self-efficacy, cognitive actions, and metacognitive strategies in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesized that computer self-efficacy is correlated positively with cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. This research used a mixed-methods approach to answer the research questions. Two research questions guided this research: (1) How is students’ computer self-efficacy related to cognitive actions and metacognitive strategies while using interactive learning modules?; and (2) How do students plan monitor their cognitive actions, and regulate their monitoring strategies during learning with interactive learning modules?This study utilized self-regulated learning framework that covered self-efficacy, cognitive, and metacognitive components. While self-efficacy was represented by computer self-efficacy, the metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules.
One hundred and thirteen students from two high schools in Northern Utah, USA(i.e., InTech Collegiate High School and Logan High School) participated in this study. Each student worked on three modules: Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Due to the differences in class schedules between both schools, students at InTech Collegiate High School and Logan High School completed the activities within 2 and 4 days, respectively. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of the interviews. The students completed three questionnaires: demographic, computer self-efficacy, and self-regulated computer-based learning questionnaires.The findings of the study revealed that while computer self-efficacy was not positively correlated with cognitive actions, it was positively correlated with metacognitive strategies. Specifically, the findings revealed a significant positive correlation between computer self-efficacy and planning strategies. Screen-captured video analyses showed that there were different profiles of cognitive actions and metacognitive strategies between high and low computer self-efficacy groups. The findings were confirmed by issues from interview analyses between the groups.
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Huang, Yu-Wen, and 黃郁雯. "Computer Attitude and Computer Anxiety: Relationships with Computer Experience, Computer Self-Efficacy, and Others’ Support." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/65340527827457934276.
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碩士國立政治大學
心理學系
91
This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others’ support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others’ support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end.
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Wen-Shen and 沈雯. "The Investigation of Computer Self-efficacy and Computer Anxiety for the Elementary Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/91446592973871599656.
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碩士國立屏東師範學院
國民教育研究所
90
Abstract The purpose of this study was to investigate computer self-efficacy and computer anxiety of the elementary teachers;also comparing the differences and analyzing the correlation between computer self-efficacy and computer anxiety with personal background of elementary teachers. The sample included 525 teachers in Pingtung County, using “The Elementary Teachers’ Computer Self-efficacy and Computer Anxiety Questionnaire” as a tool and processing the data by the SPSS-for-windows software with statistical methods, MANOVA, Pearson’s product-moment correlation , canonical correlation analysis and so on. The findings are as follows: 1. The degree of the elementary teacher computer self-efficacy is average, while the degree in the aspect of the basic operation self-efficacy is much higher but relatively lower in the aspect of the teaching application self-efficacy. 2. The degree of the elementary teacher computer anxiety is average, which the aspect of facing-the-computerized-ages anxiety is much higher but the aspect of learning computer anxiety is relatively low. 3. School size, service areas have no significant effects in elementary teacher computer self-efficacy but gender, age, educational background, academic major, teaching experience, personal computer possession, and computer-using experiences do. 4. School size, service areas have no significant effects in elementary teacher computer anxiety but gender, age, educational background, academic major, teaching experience, personal computer possession, and computer-using experiences do. 5. There is a remarkable correlation between computer self-efficacy and computer anxiety for the elementary teachers. 6. There is a significant canonical correlation between computer self-efficacy and computer anxiety for the elementary teachers. Some recommendations based on the study results are suggested for the teacher training college, educational agencies, elementary schools, elementary school teachers and further studies. Keywords：elementary school teachers , computer self-efficacy , computer anxiety
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Miscio, Cinzia. "Influence of Age, Computer Self-Efficacy, and Educational Level On Computer Training Outcome." Thesis, 2014. http://spectrum.library.concordia.ca/978253/1/Miscio_PhD_S2014.pdf.
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It is well known that throughout the 1980s and 1990s, with the growth of computer use in the workplace, older workers had greater difficulties than younger workers in learning new computer skills. Not only were older workers having more difficulties in acquiring new computer skills, but research revealed that their self-efficacy beliefs were also lower, having an adverse effect on their ability to learn and develop new skills. Also, there have been some conflicting results with regards to the mediating effects or influence that educational level has on the acquisition of skills. With a large baby-boom population in Canada, and despite some reaching retirement age, many older workers are choosing to remain in the workforce for various reasons. Since most jobs today require computer skills, it is important to investigate whether older workers are still having the same difficulties, since this may have important implications for organizations.
This study proposes five hypotheses to examine how age, computer self-efficacy, and educational level influence computer training outcome. Ninety-two participants, aged 18 to 66 (M = 37.6, SD = 12.7), took part in a two-hour computer training session. Demographic data were collected, followed by measures of pre-training computer self-efficacy and pretest of computer skills. Participants received computer skills instruction, and completed posttest and post-training computer self-efficacy measures.
Findings revealed that age negatively influenced computer training outcome, but no correlation was found between age and pre-training computer self-efficacy (and this remained consistent with the post-training self-efficacy measure). An ANCOVA indicated a significant effect of pre-training computer self-efficacy on computer training outcome. While age had a negative effect on training outcome, the absence of a relationship between age and pre-training computer self-efficacy ruled out the possibilities of mediation. Similarly, the absence of a relationship between age and educational level and between educational level and computer training outcome, ruled out the possibility of mediation. Post-training self-efficacy predicted both pretest and posttest results, but age had a significant negative weight, indicating that after accounting for post-training computer self-efficacy, older participants were expected to have lower posttest scores. Results are discussed in terms of implications, limitations, and future research.
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Chang, Mei-Ching, and 張美景. "The study of Computer Learning Experience and Computer Self-Efficacy for University Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/56183246749087015421.
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碩士國立屏東科技大學
資訊管理系
94
The primary purpose of this research is to investigate computer learning experience and computer self-efficacy for university students. Factors influencing the computer self-efficacy are also examined. A researcher-designed questionnaire is used. Subjects are freshmen of National Pingtung University of Science and Technology. Data collections were done both at the beginning and the end of Fall semester, and at the end of subsequent semester after the Basic Computer Course were taught. Data analyses focus on the relationship between background information of the subjects, computer learning experience, computer self-efficacy, the score of basic computer skill test and academic achievement on the Basic Computer Course. According to the results found, some implications and suggestions for computer education are given.
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Columbus, Yolanda RoChelle Debose. "Under the Radar: The Effects of Computer Games on Investigative Self-efficacy." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8719.
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Minorities are underrepresented in the science workforce yet adequately
represented as players of computer games. Findings in career development research
suggest that a decision to pursue a science career is directly impacted by a person’s
investigative self-efficacy. Because minority students choose to spend a significant
amount of time playing computer games this study examines the effects of computer
games on investigative self-efficacy.
The dissertation is composed of a systematic literature review, the development
of a theoretical framework, and an application of the theoretical framework in a quasiexperimental
study. In the systematic literature review, the small-to-moderate effect
sizes of the 6 systematically identified studies suggest that elements in computer games
can potentially affect self-efficacy. Unfortunately, the similarities across the small
number of studies makes it difficult to generalize the results to other settings and content
areas while variability across the studies makes it difficult to pinpoint which computer
game elements or type of computer games affect self-efficacy.
An exploration of theories and empirical research in cognitive psychology, career
development, and performance in complex environments led to a theoretical framework.
The theoretical framework integrates attention, flow, and self-efficacy theories as well as
the results of Berry and Broadbent’s (1988) study that compared the effects of implicit
and explicit instructions on performance. Using the theoretical framework developed in
this dissertation, stealth educational games are proposed as an option for building the
investigative self-efficacy of unmotivated or academically struggling learners.
The effect of stealth educational games on minority students’ investigative selfefficacy
was explored. Based on the statistical results in this study and the differences
across each of the schools, the potential value of stealth educational games is still
unknown. Future research should employ theory to systematically document and define
the context in which the game is delivered, incorporate assessments built into the game
instead of using surveys, include incentives for student participation and obedience, and
compare the effects of a stealth educational game to an explicitly educational game.
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chuan, Lo mei, and 羅美娟. "The Correlation Study of Computer Self-Efficacy, Computer Anxiety, and Self-Appraisal Effectiveness of Web-Based Training Programs." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/58865950967873082555.
Full textAbstract:
碩士國立暨南國際大學
成人與繼續教育研究所
90
The Correlation Study of Computer Self-Efficacy, Computer Anxiety, and Self-Appraisal Effectiveness of Web-Based Training Programs. The purpose of this study were to investigate the relationship of learner’s characteristic, in particular, learner’s computer self-efficacy and learner’s computer anxiety, to the effectiveness of self-appraisal methods used with web-based training(WBT) programs. The level of computer self-efficacy and computer anxiety can explain learner’s self-appraisal effectiveness of WBT. In this study, the subjects were sales people with the Nan Shan Life Company. Statistical analysis was done using SPSS 10.0 software. The major findings of this analysis are as follows: 1.The training effectiveness of self-appraisal did not vary according to gender, but it did vary with participant’s education level, age, and the number of sessions of Internet use. 2.A positive correlation exits between learner’s computer self-efficacy and self-appraisal training effectiveness of WBT. 3.A negative correlation exists between learner’s computer anxiety and self- appraisal training effectiveness of WBT. 4.Learner’s computer self-efficacy may explain the self-appraisal training effectiveness of WBT. The conclusion reached of the research are: 1.Promoting learner’s computer self-efficacy is an important and effective way to raise the self- appraisal training effectiveness of WBT. 2.Reducing learner’s computer anxiety can increase the self-appraisal training effectiveness of WBT. 3.Learner’s computer self-efficacy is important variable to explain the self-appraisal training effectiveness of WBT. Finally, the study offers suggestions for the Nan Shan Life Company. The study suggests that the company design a friendly and functional WBT system and establish support strategies that reduce learner’s computer anxiety and raise learner’s computer self-efficacy, in this way they can advance the self-appraisal training effectiveness of WBT.
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Han, Kyungsun. "ESL learner's self-efficacy and language anxiety in computer-networked interaction." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3120302.
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Peng, Qi Hui, and 彭琦惠. "The influence of personal traits, mobile computer self-efficacy and mobile computer anxiety on behavioral intention to use mobile computers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76991803034787112699.
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碩士國立彰化師範大學
資訊管理學系所
94
Due to the application of information technology and the mobile Internet boom recently, mobile computers will become the major tool for knowledge workers in the future. However, mobile computer was developed lately and only minorities of users use mobile computers. Therefore, it is necessary to consider discussing the factors that affect the use of mobile computers. The purpose of this study is to explore the influence of personal traits, mobile computer self-efficacy, and mobile computer anxiety on behavioral intention to use mobile computers and further, to comprehend the relationships among these constructs. The research will conclude the factors that affect the behavioral intention to use mobile computer from related literatures, and develop a conceptual model to describe the causal relationships with age, trait anxiety, personal innovativeness in information technology, computer experience, mobile computer self-efficacy, mobile computer anxiety and behavioral intention to use mobile computers. The research will also study the effect of gender difference in this model conduct the empirical test. By using structure equation modeling (SEM), the study has the following conclusions: (1) Age has a significant negative impact on MCSE, however, PIIT and CE have significant positive impacts on MCSE. (2) MCSE is not significantly affected by TA. (3) Age and TA have significant positive impacts on MCA, and then PIIT and CE have significant negative impacts on MCA. (4) MCSE has a significant negative impact on MCA. (5) MCSE has a significant positive impact on BI, but MCA has a significant negative impact on BI. The result will provide the important references for the enterprises or academia to improve the use of mobile computers.
48
鄭惠文. "Effects of Parenting Style and Computer Self-Efficacy on Fifth and Sixth Graders' Attitudes towards Computers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/31314603239662244063.
Full textAbstract:
碩士國立彰化師範大學
資訊管理學系所
99
The main purpose of the study was to investigate the effects of parenting style and computer self-efficacy on attitudes of the fifth and sixth grades elementary school students towards computers. And to examine the effects of differences in gender, grades, parenting style and computer self-efficacy on attitudes of the fifth and sixth grades elementary school students towards computers. The tools used in this study are Computer Attitude Scales, Parenting Style Scales and Computer Self-Efficacy Scales. This study was employed by questionnaire survey method. The subjects were 260 fifth and sixth grades students from an elementary school in Taichung City .The data collected were analyzed by independent sample t-Test, one-way ANOVA, and Pearson product-moment correlation . According to the results of data analysis,the conclusions of this study were summarized as follows: 1.The male students are more positive toward to the computer than the female students. 2. The male students have better computer self-efficacy than the female students. 3.The elementary school students of the fifth and sixth grades are significantly different on Computer Liking,but there was no significant difference on Computer Anxiety and Computer Useful. 4. There was no significant difference on Computer Self-Efficacy between the fifth and sixth grades elementary school students. 5. There was a significant relationship between Computer Self-Efficacy and attitudes toward computers of the fifth and sixth grades elementary school students. 6. There was no significant difference between parenting style and attitudes toward computers of the fifth and sixth grades elementary school students. 7. There was no significant difference between parenting style and Computer Self-Efficacy of the fifth and sixth grades elementary school students.
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Chuang, Chih-Hsuan, and 莊芷瑄. "The analysis of the effect of computer self-efficacy on ERP success." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/51097510721633714000.
Full textAbstract:
碩士國立中央大學
企業管理研究所
95
With the advance in information technology, it is common that enterprises use the information systems to support the business processes and help people to make the decisions. The characters of ERP system are the automation and integration of business processes, sharing common and routine information in the enterprise, and producing the available information immediately. The use of ERP in Taiwan is increasingly widespread, but the cases of failure are also a lot. Therefore, the success of the ERP system is an important topic to concern. This study combined the DeLone and McLean information system success model (2003) which has been widely applied and verified, and self-efficacy theory which has been used in the observation of human behavior and cognition. The study attempts to research if the user’s self-efficacy has the effect on the ERP success and uses the structure equation model to analyze the effect. The research results show that user’s computer self-efficacy has the positive effect on the perceived quality of system, information, and service. The perceived quality will have the positive effect on the user satisfaction, individual, and organization. Therefore, the study suggests that enterprises need to take account of and effectively upgrade users’ computer self-efficacy to make the ERP implementation more successful.
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Tsai, Yi-Chieh, and 蔡翌潔. "Factors Influencing Computer Self-efficacy and Gender Difference Issues - A Documentary Study." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69079627059309577071.
Full textAbstract:
碩士國立屏東科技大學
資訊管理系所
98
According to the literature review, research comprehensively examined factors influencing individual’s computer self-efficacy or related gender difference issues were rarely seen. Most of the studies done focused on either a single view point or a specific theory. Therefore, we synthesized and sort out all the studies reviewed, tried to obtain a better view for impact factors of computer self-efficacy and related gender differences. The results showed that gender, age, attitudes toward computer, computer anxiety, computer experience, computer usage, as well as social support and encouragement all have significant impact on individual’s computer self-efficacy. Computer self-efficacy, attitudes toward computer, computer anxiety and computer literacy were found to have significant gender differences. Based on the results found, implications and suggestions were given to improve one’s computer self-efficacy accordingly.