The purpose of this study is to empirically examine the influence of social supports and Internet self-efficacy on Taiwanese vocational high school students enrolled in a computer and information technology course. Social supports included in this study are from three sub-groups: family support, tutor support, and peer support. Drawing upon the widely employed social interaction theory, a series of hypotheses are advanced to examine the differing influences of each of these social supports on Internet self-efficacy and also to investigate the relationships among those variables on Internet self-efficacy. The randomly stratified sampling method is used in this study to select 326 vocational high school students enrolled in a computer and information technology course. Data is analyzed using descriptive statistics, Pearson’s correlation coefficients, and regression analysis. Furthermore, the study finds that peer support may play a greater role than family and tutor support on students’ Internet Self-efficacy. The results indicate that peer support emerged as the most important factor that helped vocational high students improve their Internet self-efficacy. Several recommendations are made in the study.
|Keywords:||Social Supports, Internet Self-efficacy, Vocational High School Students|
President, Graduate Institute of Business and Administration, Cheng Shiu University, Niaosong, Taiwan
Chair Professor, Graduate Institute of Business and Administration, Cheng Shiu University, Niaosong, Taiwan
Doctoral Student, Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan
Phd. Candidate, Department of Industrial Education and Technology, National Changhua University of Education, Changhua City, Taiwan
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