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A Longitudinal Examination of the Effects of Computer Self-Efficacy Growth on Performance during Technology Training

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Title: A Longitudinal Examination of the Effects of Computer Self-Efficacy Growth on Performance during Technology Training
Language: English
Authors: Downey, James P., Kher, Hemant V.
Source: Journal of Information Technology Education: Research. 2015 14:91-111.
Availability: Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview
Peer Reviewed: Y
Page Count: 21
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Longitudinal Studies, Computer Literacy, Self Efficacy, Technology Education, Computer Attitudes, Anxiety, Computer Science Education, Models, Statistical Analysis, Gender Differences, Learning Processes, Attitude Change, Introductory Courses, Undergraduate Students, Rating Scales
Assessment and Survey Identifiers: Computer Anxiety Scale
ISSN: 1547-9714
Abstract: Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE), which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change is related to antecedents and performance outcomes. Measuring change requires repeated data gathering and the use of latent growth modeling, a relatively new statistical technique. This study examines CSE (specifically general CSE or GCSE) growth over time during training, and how this growth is influenced by anxiety and gender and influences performance, using a semester-long lab course covering three applications. The use of GCSE growth more accurately models how students actually learn in a technology classroom. It provides novel clarity in the interaction of gender, anxiety, GCSE, specific CSEs, and performance during training. The study finds that the relationship between anxiety and self-efficacy decreases over time during training, becoming non-significant; it clarifies the significant role gender plays in influencing GCSE at the start of and during training. It finds GCSE influences application performance only through specific CSEs.
Abstractor: As Provided
Number of References: 55
Entry Date: 2015
Access URL: https://www.jite.org/documents/Vol14/JITEV14ResearchP091-111Downey0828.pdf
Accession Number: EJ1060148
Database: ERIC
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  Data: A Longitudinal Examination of the Effects of Computer Self-Efficacy Growth on Performance during Technology Training
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  Data: Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview
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  Data: Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE), which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change is related to antecedents and performance outcomes. Measuring change requires repeated data gathering and the use of latent growth modeling, a relatively new statistical technique. This study examines CSE (specifically general CSE or GCSE) growth over time during training, and how this growth is influenced by anxiety and gender and influences performance, using a semester-long lab course covering three applications. The use of GCSE growth more accurately models how students actually learn in a technology classroom. It provides novel clarity in the interaction of gender, anxiety, GCSE, specific CSEs, and performance during training. The study finds that the relationship between anxiety and self-efficacy decreases over time during training, becoming non-significant; it clarifies the significant role gender plays in influencing GCSE at the start of and during training. It finds GCSE influences application performance only through specific CSEs.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 91
    Subjects:
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Computer Literacy
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Computer Anxiety Scale
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      – TitleFull: A Longitudinal Examination of the Effects of Computer Self-Efficacy Growth on Performance during Technology Training
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