A Longitudinal Examination of the Effects of Computer Self-efficacy Growth on Performance during Technology Training

Abstract

Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE), which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change is related to antecedents and performance outcomes. Measuring change requires repeated data gathering and the use of latent growth modeling, a relatively new statistical technique. This study examines CSE (specifically general CSE or GCSE) growth over time during training, and how this growth is influenced by anxiety and gender and influences performance, using a semester-long lab course covering three applications. The use of GCSE growth more accurately models how students actually learn in a technology classroom. It provides novel clarity in the interaction of gender, anxiety, GCSE, specific CSEs, and performance during training. The study finds that the relationship between anxiety and self-efficacy decreases over time during training, becoming non-significant; it clarifies the significant role gender plays in influencing GCSE at the start of and during training. It finds GCSE influences application performance only through specific CSEs.

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

“…Computer Self-Efficacy (SE) is defined as a user’s belief about his/her ability to conduct a particular task using a computer. Findings also suggest that students who have higher e-learning SE are more likely to use e-learning and computer-supported education [ 39 , 43 ]. SE is considered to have high influence especially on the Perceived Ease of Use [ 40 ].…”

Effects of intensive use of computers in secondary school on gender differences in attitudes towards ICT: A systematic review

“…It has been hypothesised that the systematic use of computers in schools could reduce gender differences in attitudes and self-efficacy (Downey and Kher 2015;Blignaut 2006;Teo and Noyes 2008). In the recent years, the use of computers in schools has increased and initiatives, such as one-to-one programmes (intensive computer use facilitated by the fact that each pupil has his/her own computer as a fundamental learning tool) or intensive use of computers in all subjects, have been adopted in a large number of countries.…”

Examining the Relationship between Social Studies Teachers’ Attitudes towards Computer Assisted Education and Their Self-Efficacy Perception

“…Examination of the literature revealed that, although there are studies about the self-efficacy perceptions towards computers (Aktag, 2013;Aşkar and Umay, 2001;Çetin and Güngör, 2014;Downey and Kher, 2015;Geçer, 2013;Hasan, 2003;Johnson and Wardlow, 2004;Özçelik and Kurt, 2007;Pamuk and Peker, 2009;Saleh, 2008;Sam, Othman and Nordin, 2005;Scherer and Siddiq, 2015;Shapkaa and Ferrarib, 2003;Seferoğlu and Akbıyık, 2005;Sezer, Yıldırım and Pınar, 2010;Şad and Demir, 2015;Şahin and Göçer, 2013;Turel, 2014;Topolovčan, 2014;Vekiri and Chronaki, 2008), attitudes towards computers (Sadık, 2006;Schumacher and Morahan-Martin, 2001; Shashaani, 1993) and attitudes toward CAE (Arslan, 2006a;Çelik and Bindak, 2005;Çakmak and Taşkıran, 2014;Şahin and Akçay, 2011;Teo, 2008), it can be seen that there are fewer studies about self-efficacy of teachers (Çelik and Bindak, 2005;Arslan 2008;Kutluca and Ekici, 2010), and there is a study gap regarding the collaboration of attitudes and self-efficacy perceptions of social studies teachers.…”