Enhancing computer self-efficacy and attitudes in multi-ethnic older adults: a randomised controlled study

Laganá, Luciana; Oliver, Taylor; Ainsworth, Andrew T.; Edwards, Marc

doi:10.1017/s0144686x10001340

Cited by 44 publications

(32 citation statements)

References 39 publications

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“…59 If health is a reason for a decline in mastery, a focus should be on establishing how the Internet might provide support so as to counteract a decline in sense of mastery. Conversely, studies have indicated that not knowing how to use the Internet well can be stressor in itself for an older adult, 10,60 which could trigger a decline in mastery.…”

Section: Discussionmentioning

confidence: 99%

Predictors in starting and stopping Internet use between 2002 and 2012 by Dutch adults 65 years and older

Berner

Aartsen

Deeg

2017

Health Informatics J

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Research has indicated the need to consider the ageing process with technology adoption by older adults. This study examined psychological, health, social and demographic predictors with starting and stopping Internet use by older adults (2002-2012). Data were used from the Longitudinal Aging Study Amsterdam, and Cox regression analyses were done to test predictors over time with starting or stopping Internet use. The results indicated that older adults starting to use the Internet (11.6%) outnumbered those who stopped (3.1%). Psychological, health, social and demographic predictors separately predicted starting and stopping Internet use. Starting use was predicted by lower age, higher education, normal cognition and living alone. The predictors in stopping use were being younger, having a high sense of mastery and being higher educated. The results need to be interpreted as indicative due to the small number of stoppers. Suggestions are made on how to improve usability.

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Section: Discussionmentioning

confidence: 99%

Predictors in starting and stopping Internet use between 2002 and 2012 by Dutch adults 65 years and older

Berner

Aartsen

Deeg

2017

Health Informatics J

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“…Senior Citizens' Attitudes toward Computers (SAC) . To measure seniors' attitudes toward computers and toward learning basic computer skills, a specific scale was designed based on instruments used and validated in previous research on this subject (see the Appendix) [ 23 – 25 ]. With the aim of measuring these attitudes, various items used by these instruments were considered and adapted to the population participating in the study, which generally had a low level of education and little or no prior computer contact.…”

Section: Methodsmentioning

confidence: 99%

ICT Learning by Older Adults and Their Attitudes toward Computer Use

González

Ramírez²,

Viadel

2015

Current Gerontology and Geriatrics Research

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Information and communication technologies have proven to be an effective way of helping older adults improve independence outcomes, but such technologies are yet not widely used by this segment of the population. This paper aims to study computer use and senior citizens' attitudes toward computer technology in the context of a 20-hour course in basic skills. A questionnaire was used to conduct pre- and postcourse analyses with a sample of 191 adults over the age of 60. The findings show that direct contact with computers generates more positive attitudes toward computer use and also positive relationships with attitudes, user behavior, training expectations, and self-confidence. Results are discussed in the light of need-to-know attitudes toward computer use and training in new technologies as an opportunity for life-long learning and for improving quality of life in old age.

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“…Older adults are capable of learning new technologies (Hickman, Rogers and Fisk 2007), although this may involve additional practice and support (Nair, Czaja and Sharit 2007). Older adults felt less anxious about ICTs after training (Irizarry, Downing and West 2002; Xie and Bugg 2009), saw potential advantages and uses of the technology (Campbell 2004), and reported increased interest in computer use and efficacy and improved attitudes toward computer technology (Laganá et al 2011; Xie and Bugg 2009). Mastery of new skills lets older adults keep in closer contact with family and friends (Namazi and McClintic 2003), and keeps them up-to-date in the modern world (Clark and Straka 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Outcomes from a peer tutor model for teaching technology to older adults

Woodward

Freddolino

Wishart³

et al. 2012

Ageing and Society

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A key component of social work ethics is social justice and equitable access to resources. Increasingly, this includes access to technology. This study addresses issues related to the 'digital divide' by testing a peer tutor model (Technology and Aging Project, TAP) to teach adults aged  and older how to use information and communication technologies (ICTs) such as email, the internet, online chat rooms and discussion groups, internet-based support groups, and voice technology and webcams. Participants from the control group of a previous programme, TAP (N = ) participated in a six-month computer training programme. Six participants who had successfully completed the TAP training were selected to be peer tutors. Data were collected from tutors and learners at baseline, three months, six months and nine months (three months after the end of training). The current study reports on learner outcomes only. Measures include computer, social support, and mental health-related outcomes. Learners reported a significant and consistent increase over time in their confidence completing certain computer-related tasks and their overall use of ICTs. Mental health and social support outcomes did not change. Overall, the peer tutor model appeared to be at least as effective as the previous staff-directed model.KEY WORDSinformation and communication technologies, older adults, computer training, volunteer. Standards for Technology and Social Work Practice (NASW and ASWB ). Although the Standards provide a much needed guide for using technology in assisting clients, they do not provide a framework for working with specific groups of clients, such as older adults. Of the ten Standards, three are clearly applicable to working with older adults: (a) bridging the 'digital divides' that limit accessibility for some individuals, (b) understanding the strengths and limitations of technologies in meeting the needs of members of vulnerable populations, and (c) using technology to advocate for clients and educate clients to advocate for themselves (NASW and ASWB ). This study addresses issues related to the 'digital divide' by testing a peer tutor model to teach older adults how to use information and communication technologies (ICTs). Literature reviewICTs include computer-based applications that provide access to information anytime, anywhere, as well as those that enhance communication between two or more people, regardless of physical distance. These include web pages, email, the internet, online chat rooms and discussion groups, internet-based support groups, and voice technology and webcams (Blaschke, Freddolino and Mullen ). ICTs in general offer increasingly affordable, convenient, portable, and less intrusive ways of communicating with family and friends (Beckenhauser and Armstrong ; Gatto and Tak ). For older adults specifically, ICTs have the potential to positively impact quality of life by improving social support and psycho-social wellbeing (Carpenter and Bunday ; Eastman and Iyer ; Pfeil, Zap...

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Enhancing computer self-efficacy and attitudes in multi-ethnic older adults: a randomised controlled study

Cited by 44 publications

References 39 publications

Predictors in starting and stopping Internet use between 2002 and 2012 by Dutch adults 65 years and older

Predictors in starting and stopping Internet use between 2002 and 2012 by Dutch adults 65 years and older

ICT Learning by Older Adults and Their Attitudes toward Computer Use

Outcomes from a peer tutor model for teaching technology to older adults

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