Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale

Heinssen, Robert; Glass, Carol R.; Knight, Luanne A.

doi:10.1016/0747-5632(87)90010-0

Cited by 568 publications

(375 citation statements)

References 14 publications

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“…The reliability coefficient using cronbach alpha was found to be 0.82. The computer anxiety rating scale was originally designed and validated by [30]. The scale has 19 items.…”

Section: Methodsmentioning

confidence: 99%

“…Computer anxiety has been defined as a fear of computers when using one, or fearing the possibility of using a computer [29]. It differs from negative attitudes towards computers which entails beliefs and feelings about computers rather than one's emotional reaction towards using computers [30]. Computer anxiety is characterised as an affective response on emotional fear of potential negative outcomes such as damaging the equipment or looking foolish [31].…”

Section: Introductionmentioning

confidence: 99%

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Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Owolabi¹,

Olanipekun²,

Iwerima³

2014

GSTF J Comput

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Abstract-Computer programming which forms the major component of most technological inventions is perceived by most computer science students as difficult. Some researchers have also reported that failure rates in programming courses are between 30% and 40%. It has therefore become necessary to study factors that could influence achievement in programming. This study therefore investigated the interaction between some selected factors (mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender) and achievement in Basic programming. The study adopted a correlational design with achievement in Basic programming as the dependent variable, while mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender serve as the independent variables. Three scales namely; mathematics anxiety (r = 0.82), computer anxiety (r = 0.82) and programming anxiety (r = 0.82) rating scales were used for data collection. Data collected were analysed using Pearson Product Moment Correlation (PPMC) coefficient and multiple regression analyses.The result of the analysis showed that the correlation between mathematics ability and achievement in Basic programming are positive and significant. The composite effect of the factors under study on achievement in Basic programming is 20.8%. Efforts should be made to motivate students to improve their mathematics ability so as to improve programming performance and consequently improve efficiency in programming.

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“…The reliability coefficient using cronbach alpha was found to be 0.82. The computer anxiety rating scale was originally designed and validated by [30]. The scale has 19 items.…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Owolabi¹,

Olanipekun²,

Iwerima³

2014

GSTF J Comput

View full text Add to dashboard Cite

show abstract

“…), and #11 (I am worried if I can properly operate the system.) are same as the anxiety items that are included in the CARS [17], [18]. Item #5 (I am worried if I can gather needed information.…”

Section: Anxiety In Online Cooperative Learningmentioning

confidence: 99%

“…Heissen et al [17] developed a -Computer Anxiety Rating Scale (CARS)‖ which consists of 19 items that measure users' computer anxiety on a five-point Likert scale. Havelka and Beasley [18] performed a factor analysis and revealed four distinct factors in the CARS: general anxiety toward computer usage, confidence in learning ability, motivation to learn, and power or control of usage.…”

mentioning

confidence: 99%

Development and Validation of the Online Cooperative Learning Anxiety Scale

Yoshida¹,

Tani²,

Uchida³

et al. 2016

IJIET

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Abstract-Anxiety is considered to be one of the key psychological contributing factors to learners' behavior, attitude and achievements in online cooperative learning. Online cooperative learning requires learners to operate the Internetbased learning system properly, learn autonomously and cooperate with others effectively with the aim of accomplishing a specific goal. In such a learning situation, it is anticipated that some learners might feel uneasy or fearful about using a computer and the Internet, monitoring and regulating their learning process, and communicating and collaborating with new acquaintances. However, few studies have focused on social aspects of learners' anxiety in online cooperative learning. This study purposed to identify learners' anxiety in online cooperative learning situations, and to develop and validate the online cooperative learning scale (OCLAS). As a result, 13 anxiety statements were identified as items for the OCLAS which includes three sub-scales: computer anxiety, communication anxiety, and online learning anxiety. 

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“…Our research aims to examine the attitudes and behaviours of Romanian high school students regarding trendy technologies, such as computers, internet and smartphones, including the access to social networking applications. The following tools were used: CARS (Heinssen, Glass, & Knight, 1987), IAS (Nickel and Pinto, 1986), four scales from MTUAS (Rosen, Whaling, Carrier, Cheever, and Rokkum, 2013), the Use of Smartphones for Learning Purposes Scale-USLS and a socio-demographic questionnaire. There were 517 participants distributed in two studies.…”

mentioning

confidence: 99%

Anxiety with and Without New Technology Among Romanian High School Students

Cocoradă

2017

Eur. j. interdiscip. stud.

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Nowadays, the new technology defines the classroom and students' and teachers' life. Sometimes the attitude towards technology use is marked by negative dysfunctional emotion, anxiety, fear, avoidance or dependence. This paper focuses both on the anxiety with the new technology and on the anxiety without technology. Our research aims to examine the attitudes and behaviours of Romanian high school students regarding trendy technologies, such as computers, internet and smartphones, including the access to social networking applications. The following tools were used: CARS (Heinssen, Glass, & Knight, 1987), IAS (Nickel and Pinto, 1986), four scales from MTUAS (Rosen, Whaling, Carrier, Cheever, and Rokkum, 2013), the Use of Smartphones for Learning Purposes Scale-USLS and a socio-demographic questionnaire. There were 517 participants distributed in two studies. The findings showed some differences concerning gender, age, specialization and academic performance, as well as an evolution of participants from the anxiety towards the computer (highest with females) to the anxiety without technology (similar for females and males). School performance is negatively associated with computer anxiety and Facebook activities. The study is important in the Romanian context, where computers, internet and smartphone penetration is more pronounced with younger people. Pedagogical issues of the research are also discussed, anxiety having a double function, as an endogenous and exogenous factor with respect to one's academic and professional development.

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Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale

Cited by 568 publications

References 14 publications

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Development and Validation of the Online Cooperative Learning Anxiety Scale

Anxiety with and Without New Technology Among Romanian High School Students

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