Updating the attitudes toward computer usage scale using American undergraduate students

The Attitudes Toward Computer Usage Scale (ATCUS) was first developed in 1986 by [Popovich, P. M., Hyde, K. R., Zakrajsek, T., & Blumer, C. (1987). The development of the attitudes toward computer usage scale. Educational and Psychological Measurement, 47, 261–269.] using American undergraduates and has since been with a variety of populations over the past 20 years. However, many changes in the technological landscape have occurred since its development, thus creating a need for an updated scale. During the course of a three-part study, the ATCUS v. 2.0 was developed with psychometric properties similar to that of the original ATCUS. The addition of more up-to-date items to serves to enhance the usefulness and practicality of this instrument. The ATCUS v. 2.0 was found to have both high internal consistency, alpha = .83 and test–retest reliability, r = .93.     

Computer anxiety and attitudes among undergraduate students in Greece

This study attempts to give an insight to the computer anxiety levels and attitudes toward computers of the students of the Library and Information Systems (LIS) Department of Technological Educational Institute (TEI) of Thessaloniki using Computer Anxiety Rating Scale (CARS) and Computer Attitudes Scale (CAS). Both constructs were examined using explanatory factor analysis. Internal consistency of the factors of each construct was satisfactory. It was found that there was a strong negative relationship between the two concepts. Canonical correlation analysis demonstrated that anxiety explains more variance of the attitudes than vice versa. Another finding was that most of LIS students were not anxious toward computers and with positive attitudes. Factors correlated negatively with anxiety and positively with attitudes, were knowledge of English language, PC ownership, access of students to computers at younger ages, perceived advanced computer skills and computer experience as reflected by frequency of computer use.     

Comparing attitudes towards computer usage by undergraduates from 1986 to 2005

The importance and use of computers has increased dramatically over the last two decades. The Attitudes Towards Computer Usage Scale (ATCUS) was developed in 1986 [Popovich, P. M., Hyde, K. R., Zakrajsek, T., & Blumer, C. (1987). The development of the attitudes toward computer usage scale. Educational and Psychological Measurement, 47, 261–269.] and used in a variety of settings over the years. In order to examine how computer attitudes have changed from 1986 to 2005, the ATCUS was given to 254 male and female current undergraduate students. When comparing the 1986 with 2005 results, the amount of time spent using a computer was still positively related to computer attitudes; however, the number of college computer courses was not. There is no longer a significant relationship among any of the factors with college computer courses. Males and females no longer significantly differ in their attitudes toward computers, number of college computer courses, amount of time spent using computers, or degree of self-reported computer anxiety. Implications are discussed.     

Computer experience: a poor predictor of computer attitudes

Considerable research has focused on the relationship between computer experience and attitudes. This study aimed to identify those experience factors that are best able to predict computer attitudes. A questionnaire was designed to incorporate various measures of experience as defined by previous researchers. Reliability analyses were appropriate for both experience and attitude scales. Relationships between these constructs whilst significant (p<0.01) were at best moderate in magnitude, and experience factors were poor predictors of computer attitude scores. However, exploratory analyses showed that high levels of variance in the variable ‘computer confidence’ could be explained by quantifiable use data. It is concluded that current questionnaire scales inadequately reflect the many aspects of experience that contribute toward computer attitudes.     

Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students

The purpose of this study is to determine Dutch and Turkish university students’ computer anxiety levels and to find out whether their computer anxiety levels differ according to their culture, gender and computer experience (i.e., personal computer (PC) ownership, computer usage frequency, computer usage level). A total of 106 university students (30 Dutch female, 22 Dutch male, 26 Turkish female, 28 Turkish male) participated in this research. The data were collected through computer anxiety rating scale (CARS) validated by Heinssen et al. [Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49–59]. The data were analyzed by t-test and one-way-analysis of variance (ANOVA). The results indicated that the Turkish students have significantly higher computer anxiety levels than the Dutch students. The students’ computer anxiety levels do not differ depending on gender. However, post-hoc analysis revealed that the Turkish female students have significantly higher computer anxiety levels than the Dutch female and Dutch male students. Also, results indicated that while the students’ computer experience increase their computer anxiety levels decrease significantly.     

Gendering computer work: An international perspective

Much feminist work on women and computing has identified the difficulties women experience in gaining entry into and acceptance in this important and developing field. Socially constructed relations of education, training and workforce participation tend to perpetuate systems of disadvantage. Yet as the social relations of particular societies differ so the experience of women in different societies can reveal fissures in an apparently seamless terrain of reproduction. This study compares experience in Australia, Finland and Sweden and finds that there are possibilities which can be gleaned from cross-cultural research for women to break with patterns of gender segregation in computing work.     

Ethics and information technology use: a factor analysis of attitudes to computer use

Abstract. In 1986 Richard O. Mason identified privacy, accuracy, property and access as four ethical issues for the information age. The research reported here sought to answer the questions: are these social issues empirically verifiable constructs? Second, what consensus exists on the factors? A field survey of 79 business professionals and students identified 12 factors which were grouped into five clusters: ownership, access, motivation, responsibility and privacy. These constructs identify additional dimensions and complexity to extend Mason's definition of key ethical issues. The importance of separating the computer user who experiences the ethical dilemma from the stakeholder(s) who deal with the consequences of the dilemma is identified. This study also demonstrates some consensus within the survey items. Consensus exists that it is unethical to profit from non-job, computer-related acts. Consensus also exists that personal use of company-owned information technology resources is acceptable. The other items show little consensus, identifying areas of necessary discussion within the computing professions to determine ethically consistent and appropriate computer uses.     

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 user training and attitudes: a study of business undergraduates

Abstract

For many users, the first real encounter with a computer occurs when taking an introductory course to computers at a college. To the extent that these training courses impact user understanding and motivation, they are important determinants of the user attitudes towards computers and merit serious assessment. Using 327 business undergraduates at two universities in the US, this paper reports on the reactions of students to computers and computer-related tasks before and after an introductory course to computers. Responses to a 20-item scale were analysed to examine the pattern of attitude change experienced by students in their training course. Factor analysis revealed five constructs for describing patterns of computer user attitude: negative reaction to computers; positive reaction to computers; reaction to computers for children education; reaction to computer-mediated services; and reaction to computer games. Four factors show significant change in mean scores after the training courses. The attitudes changed for males more than females, indicating improvement in attitudes. The respondents‘ attitude to computer-mediated services remained unchanged. While the directions of changes indicate an overall improvement in respondents’ reactions, many attitudes did not change significantly after having taken the training courses. This may be due to the content or the format of these courses.     

Computer user training and attitudes: a study of business undergraduates

For many users, the first real encounter with a computer occurs when taking an introductory course to computers at a college. To the extent that these training courses impact user understanding and motivation, they are important determinants of the user attitudes towards computers and merit serious assessment. Using 327 business undergraduates at two universities in the US, this paper reports on the reactions of students to computers and computer-related tasks before and after an introductory course to computers. Responses to a 20-item scale were analysed to examine the pattern of attitude change experienced by students in their training course. Factor analysis revealed five constructs for describing patterns of computer user attitude: negative reaction to computers; positive reaction to computers; reaction to computers for children education; reaction to computer-mediated services; and reaction to computer games. Four factors show significant change in mean scores after the training courses. The attitudes changed for males more than females, indicating improvement in attitudes. The respondents' attitude to computer-mediated services remained unchanged. While the directions of changes indicate an overall improvement in respondents' reactions, many attitudes did not change significantly after having taken the training courses. This may be due to the content or the format of these courses.     

Examining psychometric characteristics of the computer anxiety scale

The psychometric characteristics of the 20-item computer anxiety scale (CAS) were examined in a Nigerian sample of 181 preservice teachers (62 men and 119 women). Results indicated a two-factor solution, consistent with those from other studies. The two factors accounted for 41.6% of the total variance in the solution. The internal consistency reliability for the entire scale (.89) was considered conceptually meaningful. This result suggests that computer anxiety construct, as measured by CAS, appears to be culturally and contextually invariant.     

Development and validation of a computer attitude measure for young students (CAMYS)

An important aspect in successfully implementing instructional technology in educational settings is user acceptance, which is greatly influenced by users’ attitudes towards computers. Today, computers have become an integral part of instruction at all levels of education and it is important for educators and policy makers to understand how various factors interact with the user’s characteristics to influence the teaching and learning process involving the use of computers. Over the years, many scales have been developed to measure computer attitudes of secondary students and adults. Few have been develop to be used for students in the primary schools. The aim of this study is to develop and validate a computer attitude measure for young students (CAMYS). The revised 12-item CAMYS was piloted with 256 students aged 10–12 with a mean of 11.9 years (SD = 0.31). Several statistical analyses were performed to assess the reliability and validity of the measure. The measure, together with suggestions for administration and scoring are included.     

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.     

Assessing emotions related to learning new software: The computer emotion scale

To date, little research has been done on the role of emotions with respect to computer related behaviours. The purpose of this study was to develop a reliable, valid scale to assess emotions while learning with computers. Four emotions (anger, anxiety, happiness, and sadness), selected after a detailed review of the research, were evaluated. Internally reliability estimates were acceptable. Construct validity was confirmed by an exploratory factor analysis. Convergent validity was supported by strong correlations among emotions and affective attitude, but not cognitive and behavioural attitudes. Finally, predictive validity was corroborated by consistent and significant correlations among emotion, computer knowledge, and use.     

Efficacy of a planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers

The primary purpose of this study was to examine beliefs contributing to student teachers’ and experienced teachers’ intentions to use computer applications in their curricula. The secondary purpose was to investigate the efficacy of the decomposed theory of planned behavior for predicting such intentions. A purposeful sample of 19 teachers participated in semi-structured interviews. Results showed that both student and experienced teachers were motivated to use computers to prepare students for real world experiences. Although both groups reported high computer confidence, they expressed limitations in their usage. Student teachers focused on use of the Internet and not on using a variety of computer applications as tools for teaching and learning. Experienced teachers depended on both equipment resources and personal support from school administrators to successfully integrate technology into their classroom. Both teacher groups expressed the need for more computer-integrated training. This research provided support for using the decomposed theory of planned behavior to predict computer intentions and usage for teachers. Assessment of computer usage within any profession should be based upon a behavior model that complements the profession’s cultural environment.     

Analysis of cognitive learning strategies and computer attitudes,according to college students’ gender and locus of control

This study explored variations in cognitive learning strategies and computer attitudes among college students, based on gender and locus of control. The study groups were comprised of 263 preservice teachers. The results demonstrated that the level of adherence to cognitive learning strategies on the part of female college students was significantly higher than those of male college students, especially in terms of memorization, analytical, and explanation. This study found that college students’ gender has an effect on cognitive learning strategies and computer attitudes. In terms of locus of control, college students’ cognitive learning strategies and computer attitudes were found statistically significant in the following levels: small in application, small in memorization, weaker in analytical, small in summarization, small in rehearsal, weaker in explanation, and small in computer attitude. Observance of cognitive learning strategies was found to be significantly higher for college students with internal locus of control than for those with external locus of control in terms of summarization and rehearsal.     

Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain

The dearth of women in technology and ICT-related fields continues to be a topic of interest for both the scientific community and decision-makers. Research on attitudes towards computers proves that women display more negative computer attitudes than men and also make less intense use of technology and computers than their male counterparts. For this reason, the main aims of this study are threefold. Firstly, to analyze the existence of gender differences in three dimensions of computer attitudes in a group of 550 secondary students in Spain (mean of age = 15 years old; SD = 1.73). Secondly, to study the moderating influence of a group of contextual variables on those gender differences in computer attitudes. And thirdly, to examine the predictive role of computer attitudes on the intention to pursue technology-related occupations. Some of the analyses of variance carried out show more positive computer attitudes in boys than in girls. These differences are more salient among students coming from rural areas and the upper social class, who are also enrolled in the domain of technology in secondary education, and whose mothers have no occupation outside the home. Finally, simple logistic regressions were carried out in order to prove that all dimensions of computer attitudes predict the enrollment intentions to pursue technology-related occupations. Nonetheless, gender only moderates the relationship between the cognitive dimension of computer attitudes and the enrollment intentions to pursue technology-related occupations.     

Differences that do matter: A dialectic analysis of individual characteristics and personality dimensions contributing to computer anxiety

Computer anxiety, as defined and operationalized in the human–computer studies literature, has been synonymous with negative thoughts and attitudes about the use of computers. This approach, together with correlational analyses that have formed the mainstay of research on computer anxiety, invokes two important points. First, it can be argued that computer anxiety, by definition, implies an attitude that is indicative of an extremity of thoughts and dispositions. Second, if one were to reject the strictly clinical definition of computer anxiety and adopt the more traditional measurements as well as the attendant statistical analyses based on the full sample, there is the clear possibility of dilution of statistically significant relations by observations in the middle range.     

Influence of gender,program of study and PC experience on unethical computer using behaviors of Turkish undergraduate students

This study administered the unethical computer using behavior scale (UECUBS) developed by [Namlu, A.G., & Odabasi, F. (2007). Unethical computer using behavior scale: A study of reliability and validity on Turkish university students. Computers and Education, 48, 205–215.] to investigate whether gender, program of study and PC experience have an impact on ethical judgments of undergraduate students regarding information and communication technologies (ICTs). The sample consisted of 559 undergraduates from the Education Faculty of the most populated state university in Turkey. The results of 5 (program of study) × 2 (gender) × 2 (PC experience) between-groups analysis of variance (ANOVA) indicated no significant differences among different programs of study and between high and low experienced PC users. The analysis showed significant differences between males and females. A significant interaction between the program of study and gender was found, which indicated that the difference between males and females did not follow a similar pattern across different programs of study. More specifically, females’ ethical judgments were consistent across different fields while males’ judgments varied according to the field of study.