Psychology of Computer Use: XXIV. Computer-Related Stress among Technical College Students

Ballance, Collin T.; Rogers, Sydney U.

doi:10.2466/pr0.1991.69.2.539

Cited by 16 publications

(2 citation statements)

References 6 publications

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“…For example, the CAS was used in 2 studies that focused on computer anxiety and confidence. In the existing body of literature, the CAS has often been used for studies targeting individuals in highly stressful environments such as business graduate students [65], psychiatric inpatients [66], and students studying at a 2-year technical college experiencing "technostress" [67]. As explained by Kelley and Charness [68], older adults "commit more errors in post-training evaluations" than the general population, which may result in greater stress and anxiety.…”

Section: Principal Findingsmentioning

confidence: 99%

Measurement of Digital Literacy Among Older Adults: Systematic Review

Kim

et al. 2021

J Med Internet Res

169

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Background Numerous instruments are designed to measure digital literacy among the general population. However, few studies have assessed the use and appropriateness of these measurements for older populations. Objective This systematic review aims to identify and critically appraise studies assessing digital literacy among older adults and to evaluate how digital literacy instruments used in existing studies address the elements of age-appropriate digital literacy using the European Commission’s Digital Competence (DigComp) Framework. Methods Electronic databases were searched for studies using validated instruments to assess digital literacy among older adults. The quality of all included studies was evaluated using the Crowe Critical Appraisal Tool (CCAT). Instruments were assessed according to their ability to incorporate the competence areas of digital literacy as defined by the DigComp Framework: (1) information and data literacy, (2) communication and collaboration, (3) digital content creation, (4) safety, and (5) problem-solving ability, or attitudes toward information and communication technology use. Results Searches yielded 1561 studies, of which 27 studies (17 cross-sectional, 2 before and after, 2 randomized controlled trials, 1 longitudinal, and 1 mixed methods) were included in the final analysis. Studies were conducted in the United States (18/27), Germany (3/27), China (1/27), Italy (1/27), Sweden (1/27), Canada (1/27), Iran (1/27), and Bangladesh (1/27). Studies mostly defined older adults as aged ≥50 years (10/27) or ≥60 years (8/27). Overall, the eHealth Literacy Scale (eHEALS) was the most frequently used instrument measuring digital literacy among older adults (16/27, 59%). Scores on the CCAT ranged from 34 (34/40, 85%) to 40 (40/40, 100%). Most instruments measured 1 or 2 of the DigComp Framework’s elements, but the Mobile Device Proficiency Questionnaire (MDPQ) measured all 5 elements, including “digital content creation” and “safety.” Conclusions The current digital literacy assessment instruments targeting older adults have both strengths and weaknesses, relative to their study design, administration method, and ease of use. Certain instrument modalities like the MDPQ are more generalizable and inclusive and thus, favorable for measuring the digital literacy of older adults. More studies focusing on the suitability of such instruments for older populations are warranted, especially for areas like “digital content creation” and “safety” that currently lack assessment. Evidence-based discussions regarding the implications of digitalization for the treatment of older adults and how health care professionals may benefit from this phenomenon are encouraged.

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Section: Principal Findingsmentioning

confidence: 99%

Measurement of Digital Literacy Among Older Adults: Systematic Review

Kim

et al. 2021

J Med Internet Res

169

View full text Add to dashboard Cite

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“…Research on computer-related, especially mobile-related stress among university students is rare, yet Balance and Rogers (1991) is one such study. Their research claimed that, if human-computer interactions are associated with stressful experience, the anticipated beneficial effects of using computing technology in educational activities may likely be compromised.…”

Section: Technostress and Performancementioning

confidence: 99%