When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

Abstract

As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students' academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

Teaching quantitative ecology online: An evidence‐based prescription of best practices

“…Early studies showed that 25%–50% of adults, including first‐year undergraduate students, had anxiety related to using computers and technology (Rosen & Maguire, 1990; Weinberg & Fuerst, 1984). While this percentage is expected to decrease with time as technology becomes more prevalent in education, there is still prevalent anxiety in using computer and technology as educational resources (Maymon, Hall, & Goetz, 2018). Therefore, teaching in an online environment may amplify some of these anxious feelings in students.…”