Psychology of Computer Use: XXVII. Relating Self-Rated Computer Experience to Computer Stress

Ballance, Collin T.; Ballance, Vickie V.

doi:10.2466/pr0.1993.72.2.680

Cited by 7 publications

(2 citation statements)

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“…Some of the more frequently used terminology in this category include competence (e.g., Corston and Colman 1996;Lowther, Bassoppo-Moyo, and Morrison 1998;National Assessment of Educational Progress 1986;Shih 2006;Spitzberg 2006;Tompkins and Daly 1992), experience (e.g., Ballance and Ballance 1993;Colley and Comber 2003;Correa 2010;Dyck and Smither 1994;Farina et al 1991;Hasan 2003;Hemby 1999;Igbaria and Chakrabarti 1990;Jacko et al 2004;Lee 1986;Marcoulides and Wang 1990;Nückles and Sturz 2006;Okebukola and Woda 1993;Pope-Davis and Twing 1991;Potosky and Bobko 1998;Ramalingam and Wiedenbeck 1998;Richter, Naumann, and Groeben 2000;Rosen and Weil 1995;Smith, Caputi, and Rawstorne 2007;Szajna 1994;Todman and Day 2006;Todman and Drysdale 2004;Todman and Monaghan 1994;Torkzadeh and Koufteros 1994;Wilfong 2006;Williams 1993;Wu andTsai 2007), anduse, usage, or utilization (e.g., Bunz 2002;Bunz 2003;Bunz 2005;Eastin and LaRose 2000;Hargittai 2002a;<...>…”

Section: Usage Experiencementioning

confidence: 99%

7. Computer-mediated communication competence

Bunz¹,

Montez²

2015

Communication Competence

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The chapter reviews the historical development of computer-mediated communication competence research, introducing key figures and terminology. Researchers' variations in both conceptualization and operationalization are discussed and early theoretical models are presented. The chapter continues by reviewing ten related concepts (applied skill; cognitive aspects; communication ability; demographics; emotional and psychological factors; methodology; social context; structural resources; technological context; usage experience) and recent research trends within these broader categories. After discussing the limited theory development work in the area compared to the abundance of methodologicallyoriented contributions, the chapter concludes by making recommendations for future work in the area. These include the need for more consistent terminology, as well as for more theory-based research.

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Section: Usage Experiencementioning

confidence: 99%

7. Computer-mediated communication competence

Bunz¹,

Montez²

2015

Communication Competence

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“…Various studies on student attitudes toward computers, both nationally and internationally, have indicated that males have more positive attitudes than females [1,3,5,7,8,9,11]. Most of these studies were conducted with small, local populations of students at predominately middle to upper class, predominantly white universities.…”

Section: Introduction and Overviewmentioning

confidence: 99%

A worldwide, web-based study of the attitudes of college freshmen toward computing

Tjaden

Tjaden²

2000

Proceedings of the 5th Annual SIGCSE/SIGCUE ITiCSEconference on Innovation and Technology in Computer Science Education

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We propose to initiate a worldwide survey of colleges and universities to re-evaluate attitudes of students toward computing courses. In 1985, a study of college freshmen was conducted to determine their attitudes toward introductory computer science courses [10]. At that time, access to and experience with computers was not the norm for the typical student about to enter the university. The 1985 study found that females, as well as students with no computer experience, reported the most negative encounters with computing. We intend to expand the original study, delving into whether or not the programming language learned, compiler and operating system used, peer and parental attitudes, as well as other factors, influence a student's attitude toward computing. We are particularly interested in examining these attitudes from the standpoint of women and minorities, those who are still least likely to have prior, in-depth computer experience. Additionally, with the ease of communication due to email and the internet, we believe it is of interest to computing educators worldwide to participate in such a study. We will provide a survey instrument, a set of World Wide Web tools, and a database. Faculty and their classes from around the world will be encouraged to participate. Each institution will be able to immediately compare the profile of their students with those of other schools. We will provide search capabilities on several key fields in order to facilitate participant data analysis. We foresee the results of our survey generating a dialogue among educators and possibly changing the direction of and/or way in which computer science is taught. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies ere not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.

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