Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (CAMYS)

Autor/inn/en	Asil, Mustafa; Teo, Timothy; Noyes, Jan
Titel	Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (CAMYS)
Quelle	In: Journal of Educational Computing Research, 51 (2014) 1, S.49-69 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.51.1.c
Schlagwörter	Computer Attitudes; Attitude Measures; Test Validity; Measurement; Student Attitudes; Factor Analysis; Goodness of Fit; Gender Differences; Elementary School Students; Foreign Countries; Construct Validity; Singapore + Suchen Sie Ihr Suchwort? Testvalidität; Messverfahren; Schülerverhalten; Faktorenanalyse; Geschlechterkonflikt; Ausland; Singapur
Abstract	Students' attitudes toward technology, especially computers, play a key role in the effective integration of Information and Communication Technologies (ICT). Although numerous attitude scales have been developed to measure attitude toward computers, we found only a few instruments designed for young students aged 11-13 years. Among these attitude scales, the Computer Attitude Measure for Young Students (CAMYS) scale was developed specifically for use on young students. In this study, we examine whether CAMYS is still a valid and relevant instrument given the exponential changes in computer systems. Confirmatory factor analyses (CFA) and measurement invariance analyses across gender on sub-samples for cross validation were performed. Positive computer attitudes among the students were observed. The CFA results confirmed the existence of three separate factors: perceived ease of use (PEU), affect toward computer (ATC), and perceived usefulness (PU). The revised model was found to have a good fit and to show invariance across gender. We concluded that future research could use the revised scale for measuring computer attitudes of young students with confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01