Computer phobia and computer self-efficacy: their association with undergraduates’ use of university computer facilities

McIlroy, David; Sadler, Carol; Boojawon, Nadine

doi:10.1016/j.chb.2004.12.004

Cited by 67 publications

(49 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The alpha coefficients of 0.90-0.95 have been reported by the developers for the scale. Other researchers have also reported high alpha coefficient of 0.91 for this measure (e.g., Korukonda, 2007;Mcilroy, Sadler, & Boojawon, 2007). Weil, Sears, and Rosen (1988) used factor analysis technique to investigate factor structure of CARS, which resulted in the emergence of three factors including 'Interactive Computer Learning Anxiety' (11 items), 'Consumer Technology Anxiety' (4 items), and 'Observational Computer Learning Anxiety' (5 items).…”

Section: Computer Anxiety Rating Scale (Cars)mentioning

confidence: 99%

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Rahimi¹,

Yadollahi²

2011

WJEL

View full text Add to dashboard Cite

This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL). Additionally, it explores the effect of EFL teachers' personal and technology-related characteristics in ICT use in English classes. Two hundred and forty-eight full time teachers participated in the study and filled in the personal information form, computer anxiety rating scale, computer attitude questionnaire, ICT use rating scale, and computer literacy questionnaire. The results of data analysis revealed that digital portable devices were used more than computer or network applications/tools in English classes and teachers used technology most frequently in teaching oral skills. It was also found that ICT use correlated inversely with teachers' age, years of teaching experience, and computer anxiety. ICT use was found to be positively and significantly related to teachers' academic credentials, computer ownership, computer literacy, and use; while ICT use was not related to attitude and gender. Multiple regressions showed that from among the variables that correlated with ICT use, teachers' computer literacy and academic credentials could predict ICT use.

show abstract

Section: Computer Anxiety Rating Scale (Cars)mentioning

confidence: 99%

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Rahimi¹,

Yadollahi²

2011

WJEL

View full text Add to dashboard Cite

show abstract

“…Atitudes positivas perante o uso do computador, baixa ansiedade, confiança no uso da máquina, propensão para utilizar mais computadores e laboratórios de informática ou mais acessos ao software de apoio à aprendizagem também se confirmaram como aspectos correlacionados como nível de AEC dos indivíduos (Agarwal et al, 2000;Hasan, 2006;Ismail, Mahmud, Nor, Ahmad & Rahman, 2011;Khorrami-Arani, 2001;Mcilroy, Sadler & Boojawon, 2007;Noiwan, Piyawat, & Norcio, 2005;Tams, Craig & Murphy, 2011;Torkzadeh et al, 2006;Torkzadeh et al, 1999). Nas correlações negativas entre a autoeficácia e outras variáveis foi encontrado, no artigo de Agarwal et al (2000), que o nível de estresse associado ao uso da internet apresentou-se negativamente correlacionado com o nível de autoeficácia no uso da internet dos respondentes.…”

Section: Principais Resultados Das Pesquisas Sobre Aecunclassified

“…A experiência prévia e a participação anterior em um curso de informática também se comportaram como variáveis positivamente correlacionadas com o nível de AEC percebido pelo respondente (Brinkerhoff, 2006;Chou & Wang, 2000;Mcilroy, Sadler, & Boojawon, 2007).…”

Section: Principais Resultados Das Pesquisas Sobre Aecunclassified

Autoeficácia no uso do computador em situações de aprendizagem: uma análise da literatura internacional

Guimarães¹,

Abbad

2015

Rev. Psicol., Organ. Trab

View full text Add to dashboard Cite

Este artigo está licenciado sob uma licença Creative Commons Atribuição-NãoComercial 4.0 Internacional. Você tem direito de:Compartilhar -copiar e redistribuir o material em qualquer suporte ou formato.Adaptar -remixar, transformar, e criar a partir do material. De acordo com os termos seguintes:Atribuição -Você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas. Você deve fazê-lo em qualquer circunstância razoável, mas de maneira alguma que sugira ao licenciante a apoiar você ou o seu uso Não Comercial -Você não pode usar o material para fins comerciais.Sem restrições adicionais -Você não pode aplicar termos jurídicos ou medidas de caráter tecnológico que restrinjam legalmente outros de fazerem algo que a licença permita.This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to:Share -copy and redistribute the material in any medium or format.Adapt -remix, transform, and build upon the material. Under the following terms:Attribution -You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.NonCommercial -You may not use the material for commercial purposes.No additional restrictions -You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Este trabalho apresenta uma revisão da literatura sobre a autoeficácia no uso do computador (AEC) e tem como objetivos analisar e comparar definições e escalas adotadas pelos autores e examinar os principais resultados dessas pesquisas. Autoeficácia no uso do computador refere-se à crença que um indivíduo tem sobre a sua própria capacidade de usar com sucesso o computador e seus recursos. Esse conceito é importante em estudos sobre educação e treinamento, pois tem se mostrado correlacionado positivamente com aprendizagem, transferência de treinamento, atitudes e nível de participação de estudantes e trabalhadores em cursos presenciais e a distância mediados por computador. A revisão da literatura abrangeu textos científicos publicados entre 1998 e 2011 em revistas com corpo editorial e revisão por pares, encontradas no PsycINFO, Web of Science, BVS Psicologia ULAPSI Brasil e Scielo. Foram analisados 30 artigos que aplicaram escalas de avaliação de AEC. Os estudos mostraram que: as escalas avaliam apenas força, uma das três dimensões de autoeficácia propostas por Bandura (1986); não há distinção clara entre autoeficácia específica e geral; AEC está correlacionada positivamente com importantes resultados como aprendizagem e atitudes de participantes de cursos que adotam computadores no ensino. Ao final do artigo é proposta uma agenda de pesquisa para aprimorar medidas de AEC e investigar a relação dessa variável com aprendizagem, ansiedade ou estresse vivenciado por aprendizes, atitudes de aceitação ou rejeição de tecnologias no uso de computadores e nova...

show abstract

“…Being in the environment with computer and benefiting from its applications reduce negative attitudes toward technology and lessen fear of using computer (Baloglu, & Cevik, 2008). It has been suggested that computer attitudes are related to computer experience and formal training with computers by prior attendance at a computer course has a positive effect on users' confidence (Mcilroy, Sadler, & Boojawon, 2007).…”

Section: Computer Access Use and Attitudementioning

confidence: 99%

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

Rahimi¹,

Yadollahi²

2012

ELT

View full text Add to dashboard Cite

The aim of this study was investigating Iranian female students' attitude towards CALL and its relationship with their level of education, computer ownership, and frequency of use. One hundred and forty-two female students (50 junior high-school students, 49 high-school students and 43 university students) participated in this study. They filled in A-CALL questionnaire that assessed their attitudes towards CALL with respect to four factors: effectiveness of CALL vs. non-CALL, surplus value of CALL, teacher influence, and degree of exhibition to CALL. The findings revealed that the sample had a general positive attitude towards CALL while they showed the highest positive attitudes towards teacher influence and the lowest positive attitudes towards effectiveness of CALL vs. non-CALL. Students' attitude toward CALL across level of education was found to be significantly different just in degree of exhibition to CALL; while university students had the highest level of positive attitudes in this regard. Further, computer ownership could make a difference in students' attitude towards teacher influence. No statistically significant difference was found between the attitudes of those students who used computer more frequently and those students who did not use it quite often.

show abstract

Computer phobia and computer self-efficacy: their association with undergraduates’ use of university computer facilities

Cited by 67 publications

References 26 publications

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Autoeficácia no uso do computador em situações de aprendizagem: uma análise da literatura internacional

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

Contact Info

Product

Resources

About