Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice

The development of modern technologies and their extension to every domain of our daily life nowadays is an indisputable fact. The widespread use of computers renders training in these technologies necessary. Consequently, computers were soon introduced into the Greek educational system. Factors related to the nature of the teacher’s personality, such as computer self-efficacy, self-concept, attitudes, motivation and needs are considered crucial to the integration and development of modern technologies in education. This study examines the relationship between individual characteristics of secondary school teachers and computer self-efficacy as well as teacher prospects with regard to modern technologies.     

Teacher self-efficacy,academic self-efficacy,and computer self-efficacy as predictors of attitude toward applying computer-supported education

There is a large body of research regarding teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education of teachers and prospective teachers. However, no study has been conducted on the correlation among the effects of teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education and which additionally explains their relationships to one other. This research is conducted in order to test the effect levels among the latent variables of teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying 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 Academic Self-Efficacy Scale, Teacher Self-Efficacy Scale, Computer Self-Efficacy Scale, and The Attitude Scale Toward Applying Computer-Supported Education. The participant group of the research consists of 323 prospective 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 20.0 software was used. The most significant finding of this study is that teacher self-efficacy, academic self-efficacy, and computer self-efficacy are important predictors of prospective teachers' attitude toward applying computer-supported education.     

Using technology in higher education: The influence of gender roles on technology self-efficacy

The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.     

Customers’ perceptions and intention to adopt Internet banking: the moderation effect of computer self-efficacy

In the past, the conventional concentration of Internet banking (IB) research has been on technology development, but this is now shifting to user-focused research. It has been suggested that potential users of IB services in Malaysia may not adopt the system even if they are available, due to their perceptions of this application and their level of confidence in using it to solve their banking needs. This study therefore employs the extended technology acceptance model as the theoretical framework for assessing the influences of perceived usefulness, perceived ease of use, perceived reliability, and computer self-efficacy on IB adoption in Malaysia. This study scrutinizes the moderation effect of computer self-efficacy on perceptions–intention relationships. Based on data from a sample of 133 Internet-using bank customers collected through a field survey, it was found that perceived usefulness and perceived ease of use were strong determinants of behavioral intention to adopt IB, while perceived reliability has no direct relationship with intention. Computer self-efficacy significantly moderates the relationship of perceived usefulness and perceived ease of use with intention.     

Cognitive engagement with a multimedia ERP training tool: Assessing computer self-efficacy and technology acceptance

Computer self-efficacy (CSE) is a person's judgment of his or her ability to use a computer system. We investigated cognitive engagement, prior experience, computer anxiety, and organizational support as determinants of CSE in the use of a multimedia ERP system's training tool. We also examined the impact of CSE on its acceptance. We determined the benefits of a sequential multi-method approach using structural equation modeling and neural network analysis. High reliability predictions of individual CSE were achieved with a sequential multi-method approach. Specifically, we obtained almost 68% perfect CSE group prediction overall, with almost 85% perfect CSE group prediction using fuzzy sets and over 94% accuracy within one group classification. The resulting CSE assessment and classification enables management interventions, such as allocating users to appropriate instruction for more effective training.     

Introducing task-based general computer self-efficacy: An empirical comparison of three general self-efficacy instruments

Computer self-efficacy (CSE) operates at multiple levels, including general and specific, although many studies operationalize it at the general level. GCSE, or a judgment of ability across all computing domains, is particularly useful because it can be generalized to all computing environments and it matches the level of specificity for general constructs. However, there have been problems with current instruments, among them the inability to capture the entire computing domain and using levels of assistance instead of task-based items. This study introduces and tests a new method of measuring general CSE, one that is task-based and calculated from specific CSEs, called summated GCSE (SGCSE). This instrument is empirically compared to two other GCSE instruments in their relationship with three common self-efficacy outcomes. Results demonstrate that SGCSE significantly related to all outcomes and that task-based GCSE is the preferred instrument to use for some, but not all outcomes. Implications are discussed.     

Gender issues in technology use: Perceived social support,computer self-efficacy and value beliefs,and computer use beyond school

In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about their access to computer use outside school (e.g. frequency of use and nature of activities), perceived parental and peer support, and computer self-efficacy and value beliefs. Although almost all students used computers outside school, there were significant gender differences in frequency and type of computer use. Also, boys reported more perceived support from their parents and peers to use computers and more positive computer self-efficacy and value beliefs than girls. Parental support and, to a lesser extent, peer support were the factors more strongly associated with boys’ and girls’ computer self-efficacy and value beliefs, while home computer access was not related to students’ motivation. Our findings highlight the role of socialization in the gender gap in computing and the need for research and educational interventions that focus on the social practices that communicate gendered expectations to young boys and girls.     

The influence of specific computer experiences on computer self-efficacy beliefs

Previous research has demonstrated that computer experience has a positive impact on computer self-efficacy. However, little or no research has investigated the unique influence of specific types of computer experiences or knowledge on computer self-efficacy beliefs. This study examines the influence of eight types of computer experiences on computer self-efficacy. The results indicate that experience with computer programming and graphics applications have strong and significant effects on computer self-efficacy beliefs, whereas experience with spreadsheet and database applications demonstrated weak effects. The results offer useful insights into designing training courses and educational programs to enhance computer self-efficacy beliefs.     

Factors affecting e-training adoption: an examination of perceived cost,computer self-efficacy and the technology acceptance model

The objective of this paper is to highlight the role that perceived cost, computer self-efficacy and the technology acceptance model (TAM) constructs have in e-training adoption in the Nigerian civil service. With the use of the SmartPLS 2.0 M3 software, a framework that included perceived cost, computer self-efficacy and TAM constructs (perceived usefulness (PU) and perceived ease of use (PEOU)) was tested on 450 heads of departments. Scales on perceived cost, computer self-efficacy, PU and PEOU developed by previous studies were modified accordingly and used. This paper found perceived cost to have a significant effect on e-training adoption. Computer self-efficacy was statistically insignificant through PEOU. In addition, PEOU had an indirect effect through PU. Therefore, only PU of the TAM constructs indicated strong predictive strength in e-training adoption. This paper showed that with e-training adoption, facilities such as computers can be put in place, which can improve the outlook of the civil service. In addition, the cost that is usually associated with traditional training can be reduced, increasing the opportunity to invest in other aspects of the civil service which can help in adding to the overall performance. Relationships were examined in this paper, which were shown to be favourable to e-training adoption in the Nigerian civil service.     

Formation of e-satisfaction and repurchase intention: Moderating roles of computer self-efficacy and computer anxiety

The exploration of online customer satisfaction (called e-satisfaction hereafter) and repurchase becomes increasingly important in e-commerce. Yet, the process of e-satisfaction and repurchase formation and the context under which this process may vary have not been investigated rigorously. In order to fill this knowledge gap, this paper attempts to develop a conceptual model to decipher how e-satisfaction is formed. Furthermore, it investigates how computer-related individual differences such as computer self-efficacy and computer anxiety moderate this formation. The analysis results from a survey of 274 online buyers confirm that our antecedents play key roles in forming e-satisfaction and repurchase and the proposed moderators are important.     

A contingency model of computer and Internet self-efficacy

Information system researchers have recently devoted considerable attention to the concept of computer self-efficacy in order to understand computer user behavior and system use. This article reports on the development and examination of a contingency model of computer and Internet self-efficacy. User attitude and computer anxiety were assumed to influence the development of computer and Internet self-efficacy. Measures of user attitude, computer anxiety, computer self-efficacy, and Internet self-efficacy were used in a university environment to collect 347 responses at both the beginning and end of an introductory computer course. Results suggested that training significantly improved computer and Internet self-efficacy. Respondents with ‘favorable’ attitudes toward computers improved their self-efficacy significantly more than respondents with ‘unfavorable’ attitudes. Respondents with ‘low’ computer anxiety improved their self-efficacy significantly more than respondents with ‘high’ computer anxiety. The interaction effect between attitude and anxiety was significant for computer self-efficacy scores but not for Internet self-efficacy scores. The implications of these findings are discussed.     

Computer phobia and computer self-efficacy: their association with undergraduates’ use of university computer facilities

Extensive development in universities’ provision of computer facilities may have negative consequences for students prone to computer avoidance. In the present study, undergraduates (N = 363) completed self-report measures on computer phobia and self-efficacy. Results demonstrate that many students follow previous trends by continuing to report levels of computer phobia within the higher parameters of self-report measures. Students who reported either high computer phobia or low computer self-efficacy were less likely to maximise their use of university computer facilities. Moreover, a range of background measures – initial computer experience, regular home use, successful completion of a computer course and introductory tutor’s characteristics – all impacted statistically on self-report responses. Results are discussed with reference to the increasing responsibility placed on students to acquire ICT skills.     

Computer anxiety and anger: the impact of computer use, computer experience, and self-efficacy beliefs

Past research has demonstrated that the level of computer experience users have is the most valuable predictor in whether or not they will suffer computer anxiety symptoms, but this was not the case in the present study. No research was found which examined the correlates of computer anger symptoms. In the current study, the relationship between the computer use (frequency and duration), computer experience, and self-efficacy beliefs of users were analyzed as predictors for computer anxiety and anger symptoms. Questionnaire data from a sample of 242 university students were analyzed. The results indicated that computer self-efficacy beliefs, not computer experience or use, had the largest significant relationship with both computer anxiety, and anger. It is suggested that self-efficacy beliefs be increased so that users may experience lower levels of anxiety and anger. These findings are contrary to the trend of training computer users in specific computer domains. As computer anxiety and anger are negative psychological “states”, an immediate method to deal with these negative emotions should be developed. One possibility that is explored is the application of computer-based therapy that can be used while a user is experiencing negative emotional symptoms.     

The impact of computer anxiety and self-efficacy upon performance

The relationship between computer anxiety and computer performance is examined using a self-efficacy framework. A novel database searching task was demonstrated to 50 participants using two procedures (namely, accessing the data tables directly and constructing look-up tables). Levels of computer anxiety, prior experience and perceptions of self-efficacy were recorded. The results indicate that computer anxiety directly influences the number of correct responses obtained whilst self-efficacy determines how the task is attempted. Less anxious subjects obtained more correct responses and subjects with higher perceptions of self-efficacy used more look-up tables. The results indicate that self-efficacy theory can account for around half the variance in computer performance and that how a task is attempted should be assessed in addition to accuracy and speed of performance.     

Barriers to student computer usage: staff and student perceptions

Ensuring that all graduates are able to exploit new technologies is a primary goal of all UK universities and a variety of assumptions have underpinned policies designed to promote this goal. This paper explores some of these assumptions through the findings of a longitudinal study involving a cohort of over 800 university students. The study adopted a student perspective to examine the factors affecting their use of computers over a three year period. Unsurprisingly, the results indicated that situational factors (e.g. access, training and time) influence the extent to which students use computers, but a disparity was found in the importance attributed to these factors by the academic staff, who focused on the needs of their department, and by the students, who focused on their individual needs. Results suggest that increased attention to a student perspective may lead to improved strategic planning in students' use of computers.     

Understanding the continuance use of social network sites: a computer self-efficacy perspective

Based on social cognitive theory and the balanced thinking–feelings model, this study proposes a research model to examine the different roles of general computer self-efficacy (CSE) and specific CSE. The research model was tested with a survey of university students in Singapore in the Facebook context. It is found that while general CSE affects continuance intention through both cognition and affection, specific CSE mainly affects continuance intention through cognition. It is also found that general computer experience affects general CSE only and specific computer experience affects specific CSE only.     

The effect of computer self-efficacy on enterprise resource planning usage

Global competition has impelled numerous organisations to employ enterprise resource planning (ERP) systems, although quite frequently without success. Studies have demonstrated that a major factor for failure is employee resistance in organisations using these systems. Exactly the factors that facilitate ERP adoption among users have seldom been identified. This study examines the usage behaviour of a sample of users of the new technology of ERP system using a technology acceptance model (TAM). Furthermore, this paper incorporates an additional behavioural construct, computer self-efficacy (CSE), to improve the predictive value of the original TAM model, named revised TAM. Additionally, the structural equation model (SEM) is used to verify the causal relationships between variables. Analytical results confirm that not only is the TAM appropriate for explaining the use of ERP, but that incorporating CSE enhances the power of the model.     

The effect of computer self-efficacy on enterprise resource planning usage

Global competition has impelled numerous organisations to employ enterprise resource planning (ERP) systems, although quite frequently without success. Studies have demonstrated that a major factor for failure is employee resistance in organisations using these systems. Exactly the factors that facilitate ERP adoption among users have seldom been identified. This study examines the usage behaviour of a sample of users of the new technology of ERP system using a technology acceptance model (TAM). Furthermore, this paper incorporates an additional behavioural construct, computer self-efficacy (CSE), to improve the predictive value of the original TAM model, named revised TAM. Additionally, the structural equation model (SEM) is used to verify the causal relationships between variables. Analytical results confirm that not only is the TAM appropriate for explaining the use of ERP, but that incorporating CSE enhances the power of the model.     

Teachers perceptions of the availability of computer hardware

Abstract Mathematics teachers in 40 secondary schools in the Greater Manchester region were sent questionnaires asking them, amongst other things, to comment on the availability of various forms of computer hardware for use in their teaching of mathematics. Seventy-five replies were received and analysed. In respect of a single computer in a classroom –a provision which teachers seem to see as being of little benefit–most believe they can achieve bookable access although spontaneous availability is unlikely for all but a minority. For computer suites–the more favoured provision–even booking in advance guarantees access for less than half of all teachers with spontaneous access granted to less than one teacher in ten. Some implications of these findings and possible ways forward are discussed.