Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education

There is a large body of research regarding computer supported education, perceptions of computer self-efficacy, computer anxiety and the technological attitudes of teachers and teacher candidates. However, no study has been conducted on the correlation between and effect of computer supported educa...

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Bibliographic Details
Published in:Computers and education Vol. 60; no. 1; pp. 148 - 158
Main Authors: Celik, Vehbi, Yesilyurt, Etem
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.01.2013
Elsevier
Subjects:
Anxiety
Attitude Measures
Computer Anxiety Scale
Computer Assisted Instruction
Computer Attitudes
Computer-mediated communication
Educational Technology
Factor Analysis
Learning communities
Pedagogical issues
Predictor Variables
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Structural Equation Models
Student Attitudes
Teaching/learning strategies
Technology Integration
Learning communities
Teaching/learning strategies
Pedagogical issues
Computer-mediated communication
ISSN:0360-1315, 1873-782X
Online Access:Get full text
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Summary:There is a large body of research regarding computer supported education, perceptions of computer self-efficacy, computer anxiety and the technological attitudes of teachers and teacher candidates. However, no study has been conducted on the correlation between and effect of computer supported education, perceived computer self-efficacy, computer anxiety and attitude to technology and which additionally explains their relationship to each other. This research is conducted in order to test the effect levels among the latent variables of attitude to technology, perceived computer self-efficacy, computer anxiety and the attitude toward doing computer supported education and these latent variables' ratios to each other. For this, eight hypotheses were developed in light of theoretical information by reviewing the literature. This research is done by using Technology Attitude Scale, Perceived Computer Self-Efficacy Scale, Computer Anxiety Scale and The Attitude Scale toward Applying Computer Supported Education. The participant group of the research consists of 471 pre-service teachers. Exploratory factor analyses of scales were analyzed via SPSS 16.0 software. For the confirmatory factor analyses of scales and the structural equation modeling, AMOS 17.0 software was used. The most significant finding of this study is that attitude to technology, perceived computer self-efficacy and computer anxiety are important predictors of teacher candidates' attitude toward using computer supported education. ► Effect levels and exploration rate among technology attitude, computer self-efficacy were tested. ► In addition computer anxiety and the attitude toward doing computer supported education. ► Exploratory and confirmatory factor analyses and the structural equation modeling were used. ► Technology Attitude, Perceived Computer Self-Efficacy, Computer Anxiety Scales were used. ► Computer supported education attitude is predicted by this variable.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2012.06.008