The Relationship between Computer Anxiety and Computer Self-Efficacy.

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Bibliographic Details
Title:	The Relationship between Computer Anxiety and Computer Self-Efficacy.
Authors:	Simsek, Ali¹
Source:	Contemporary Educational Technology. 2011, Vol. 2 Issue 3, p177-187. 11p. 3 Charts.
Subject Terms:	Computer anxiety, Self-efficacy in students, Self-efficacy in teachers, Attitude (Psychology), Elementary education, Secondary education
Geographic Terms:	Türkiye
Abstract:	This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting's Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy's Computer Self-Efficacy Scale was used to measure computer self-efficacy of subjects. The results demonstrated that elementary students were less-anxious than secondary students; males had lower anxiety scores than females; and the difference between anxiety scores of students and teachers was not significant. However, students had higher self-efficacy scores than their teachers; elementary students were more self-efficient than secondary students; and males had higher computer self-efficacy scores than females. The correlation between the variables of computer anxiety and computer self-efficacy was moderate, negative, and significant. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting's Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy's Computer Self-Efficacy Scale was used to measure computer self-efficacy of subjects. The results demonstrated that elementary students were less-anxious than secondary students; males had lower anxiety scores than females; and the difference between anxiety scores of students and teachers was not significant. However, students had higher self-efficacy scores than their teachers; elementary students were more self-efficient than secondary students; and males had higher computer self-efficacy scores than females. The correlation between the variables of computer anxiety and computer self-efficacy was moderate, negative, and significant. [ABSTRACT FROM AUTHOR]
ISSN:	1309517X