A total of 221 respondents, with 72% female and 28% male participated in this survey (159, 62 respectively). They completed a Computer User Self-Efficacy (CUSE) scale which included a composite of participant’s responses to 30 Likert-type items. Participants were asked to identify the strength of agreement/disagreement to statements about computers using a 6 point scale (1 = strongly disagree to 6 = strongly agree) and has a satisfactory internal consistency (α = .94, N = 186). Participants computer experience revealed a statistically significant main effect (F (3,213) = 2.819; p < .05). Participants familiarity of computer programs revealed a statistically significant main effect (F (3,213) = 4.520; p < .01) indicating differences in computer experience and computer familiarity scores. Participants’ computer training score and computer use self-efficacy score was not significant. Additionally, a hierarchical regression analysis was conducted to determine whether the original independent variables (age, computer experience) or computer training and computer familiarity was more important in explaining the variance for computer self-efficacy. For females, computer experience was the only statistically significant factor explaining variance for computer use self-efficacy. For males, two factors were statistically significant in explaining variance for computer use self-efficacy. Computer experience explained the greatest amount of variance followed by computer training for computer use self-efficacy.
|Keywords:||Computer User, Self-efficacy|
Associate Professor, Childhood Development, Curriculum & Instruction, Ruth Ammon School of Education, Adelphi University, Glen Cove, New York, USA
Assistant Professor, Little Rock, Arkansas, USA
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