Computer Anxiety and Student Teachers: Interrelationships between Computer Anxiety, Demographic Variables and an Intervention Strategy.

Autor/inn/en	McInerney, Valentina; und weitere
Titel	Computer Anxiety and Student Teachers: Interrelationships between Computer Anxiety, Demographic Variables and an Intervention Strategy.
Quelle	(1990), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Measures; Coeducation; Computer Literacy; Computer Science Education; Demography; Factor Analysis; Foreign Countries; Higher Education; Microcomputers; Predictor Variables; Preservice Teacher Education; Pretests Posttests; Psychological Studies; Sex Differences; Single Sex Schools; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Koedukation; Computerkenntnisse; Computer science lessons; Informatikunterricht; Demografie; Faktorenanalyse; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Lehramtsstudiengang; Lehrerausbildung; Sex difference; Geschlechtsunterschied; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Schülerverhalten; Australien
Abstract	This study examined the effects of increased computing experience on the computer anxiety of 101 first year preservice teacher education students at a regional university in Australia. Three instruments measuring computer anxiety and attitudes--the Computer Anxiety Rating Scale (CARS), Attitudes Towards Computers Scale (ATCS), and Computer Thoughts Survey (CTS)--were administered to the students both prior to and at the completion of a computer training course. The results of these tests were compared to the test scores of a control group of students who did not complete the computer training course. Other variables measured in addition to completion of the computer training course were gender, single sex versus coeducational school type, age, and ownership of a personal computer. Analyses of the data indicate that increased computer experience generally lowers anxiety; computers will cause less anxiety when they are a source of self-directed exploration or diversion than when they are part of formal instruction; the issue of gender differences in computer anxiety is complex and unresolved; confidence may well be linked with computer ownership; the effect of school type appears to be more significant for males than females; student ethnicity showed trend level significance; and, due to the multiple variables, greater computer experience worsens anxiety for some individuals. Evidence from this study also gives further support to previous research that explains computer anxiety from a social learning perspective. (Contains 17 references.) (ALF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC