The Computer Anxiety Scale (CAS) is a measure of perceptions by individuals of their anxiety in different situations toward computers. The CAS was developed a number of years ago before computer technology became such an integral part of life. Covariance modeling techniques were used to examine whether the originally proposed construct of computer anxiety has undergone change in a sample of German college students. Results provide support for the invariance of the factor structure of the scale.

The Computer Anxiety Scale (CAS) measures the perceptions of individuals with respect to their anxiety toward computers. Although the CAS was developed a number of years ago, research has shown that its factor structure has remained stable. Recent cross-cultural studies using samples of college students from various countries have also shown that the construct of computer anxiety as measured by the CAS has not changed. The present study uses structural equation modeling techniques to examine whether the CAS remains stable in two samples of German college students, the first from a traditional attendance-based lecture course and the second using Web-based tools. Results provide support for the invariance of the factor structure of the CAS.

This study explored 60 Greek-Cypriot managers' perceptions of different dimensions of leadership. Analyses using structural equation modeling were performed to examine the invariance of the Flamholtz six-factor leadership model. The same leadership styles observed in samples from countries previously studied were present in the sample from Cyprus. In terms of the importance assigned to each style of leadership, Cypriot managers emphasized the more directive styles to a greater extent than other styles.

PurposeThe purpose of this paper is to model the relationship between student performance, student attitudes, and computer laboratory environments.Design/methodology/approachData were collected from 234 college students enrolled in courses that involved the use of a computer to solve problems and provided the laboratory experience by means of formal closed laboratory classes. The a priori proposed model that student performance can be explained by perceptions of the computer laboratory environment and attitudes towards computer was tested using structural equation modeling.FindingsThe proposed model was determined to fit the data reasonably well. These results indicate that student performance scores can be explained by perceptions of the computer laboratory environment and attitudes toward computers.Originality/valueThe theoretical and practical implications of the model concerning student performance within the framework of educational management are discussed.

A mixture modeling approach was used to assess the existence of latent classes in terms of the perceptions of individuals toward computer anxiety and subsequently predictors of the identified latent classes were examined. The perceptions of individuals were measured using the Computer Anxiety Scale. Mixture models are ideally suited to represent subpopulations or classes of respondents with common patterns of responses. Using data from a sample of Turkish college students, two classes of respondents were identified and designated as occasionally uncomfortable users and as anxious computerphobic users. Results indicated that the best predictors of the identified classes were variables dealing with past computer experiences.