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Measuring Confidence Engaging in Computer Activities at Different Skill Levels: Development and Validation of the Brief Inventory of Technology Self-Efficacy (BITS)
Abstract
People in educational settings are expected to effectively use increasingly complex technology. One of the most important factors in technology use is computer self-efficacy (CSE). Although frequently assessed, available measures of CSE have various issues. Additionally, there is no current measure that delineates CSE at different skill levels and specifically targets usage in applied fields. Consequently, this set of seven studies describes the development and psychometric properties of two CSE scales that address these issues: the 18-item Brief Inventory of Technology Self-Efficacy (BITS) and the six-item Brief Inventory of Technology Self-Efficacy – Short Form (BITS-SF). The first study encompassed conceptualization and item development. The second and third studies explored and confirmed the three-factor structure of the BITS (Novice, Advanced, and Expert) in samples of Mechanical Turk workers and college students, respectively. The fourth study examined the multigroup invariance of this factor structure across men and women. The fifth study showed evidence for the temporal stability of the BITS. The sixth study assessed for validity evidence for both scales. Finally, the seventh study used latent class analysis to determine the underlying classes of the BITS-SF. The uses of the BITS and BITS-SF are discussed, and both measures are included.
... Teachers' characteristics such as self-efficacy affect their knowledge and skills. Therefore, teachers' sense of self-efficacy and confidence in the use of ICT affects their level of use (Ertmer & Ottenbreit-Leftwich, 2010;Moos & Azevedo, 2009;Morris et al., 2017;Weigold & Weigold, 2021). Bandura defined self-efficacy, which he based on social cognition theory, as individuals' perceived ability to plan and execute behaviors to achieve a predetermined performance (Barton & Dexter, 2020;Straub, 2009). ...
... A review of the literature found no instruments for measuring teachers' self-efficacy in the use of ICT. There are tools for measuring teachers' computer self-efficacy (Cassidy & Eachus, 2002;Compeau & Higgins, 1995;Conrad & Munro, 2008;Gist et al., 1989;Henry & Stone, 1997;Howard, 2014;Marakas et al., 2007;Murphy et al., 1989;Tsai et al., 2019), technology self-efficacy (Laver et al., 2012;Weigold & Weigold, 2021), ICT selfefficacy of information and communication technology (ICT) (Banoglu et al., 2015). During the COVID-19 pandemic, Portillo et al. (2020) used the Digital Competence of Educators (DCE) questionnaire to determine how teachers at all educational levels (Preschool, Primary and Secondary Education, Vocational Education, and Higher Education) perceive their self-efficacy for ICT. ...
... The authors reviewed studies on ICT after the theoretical research (Chao, 2003;Compeau et al., 1999;Fanni et al., 2013;Hatlevik, 2017;Sang et al., 2010), teacher self-efficacy (Anderson & Maninger, 2007;Sang et al., 2010;Mueller et al., 2008;Compeau et al., 1999;Scherer et al., 2018), and measurement tools for ICT self-efficacy (Banoglu et al., 2015;Cassidy & Eachus, 2002;Compeau & Higgins, 1995;Conrad & Munro, 2008;Gist et al., 1989;Henry & Stone, 1997;Howard, 2014;Laver et al., 2012;Marakas et al., 2007;Murphy et al., 1989;Murphy et al., 1989;Tsai et al., 2019;Weigold & Weigold, 2021). Later, when determining the scope of the scale, they observed the preschool teachers' ability to use ICT in the education of children during COVID-19, the teachers' purposes of using ICT, their technology competencies in the use of ICT, their ability to use ICT to communicate with parents about their children's education, and their ability to use educational information for children in the use of ICT. ...
Distance education has added a different dimension to the change in the use of ICT (information and communication technologies) in the early childhood education paradigms in recent years due to the COVID-19 pandemic. These changes before and during the pandemic will also affect education in the post-pandemic period and this is why research in teachers’ ICT use, competencies, and self-efficacy has become a priority. The theoretical foundations of the scale developed to measure preschool teachers’ ICT self-efficacy in distance education were based on Bandura’s social cognitive theory, Bronfenbrenner’s ecological systems theory, and Vygotsky’s socio-cultural theory. Accordingly, this study employed a survey method based on quantitative research. This study utilized two different study groups: the first was the Exploratory Factor Analysis (EFA) study group (N = 270), and the second was the Confirmatory Factor Analysis (CFA) study group (N = 275). A total of 555 preschool teachers volunteered to participate in the study. Exploratory Factor Analysis of the data set showed that the scale comprised three factors: information, communication, and technology. Confirmatory Factor Analysis confirmed the scale’s factors according to the fit index values on a different sample. The reliability analysis of the scale showed all factors to be reliable. After scale development phases and statistical analyses, it was determined that the teacher self-efficacy scale for the use of ICT at home is a valid and reliable measurement tool. The structure and results of the scale that was developed were compared with the results of different studies and discussed.
... The eight items were as follows: achievement of set goals, accomplishment of the task, the importance of outcomes for the efforts, achievement mindset, overcoming challenges, confidence, task completion and better performance under tough conditions. The previous researchers (Weigold and Weigold, 2021;Watson, 2007;Scherbaum et al., 2006;Zhao et al., 2005) used this scale. Job satisfaction Employee Commitment ...
Purpose
This study aims to explore the mediating role of self-efficacy and the relationship between job satisfaction and employee commitment.
Design/methodology/approach
The study is designed based on social cognitive theory. To collect the data, survey method is used in the present study. Questionnaires were distributed to the 75 randomly selected textile industry registered and located in Bengaluru city, India. Employees of 71 organizations participated in the survey. Out of 700 employees who received the email survey, 452 valid responses were considered for the data analysis. To examine the defined research hypothesis, a structural equation model is used.
Findings
The mediating analysis explored that the direct effect is 0.700, the indirect effect is 0.1730 and the total effect is 0.8731; it indicated that self-efficacy mediates the relationship between job satisfaction and employee commitment. Research also reveals that there is a positive relationship between self-efficacy, employee commitment and job satisfaction of employees working in the textile industry. The proposed measurement model statistics are as follows: CMIN = 2.322; df = 49; GFI = 0.958; AGFI = 0.934; NFI = 0.943; RFI = 0.923; IFI = 0.967; TLI = 0.955; CFI = 0.966. All these indices were nearer to unity.
Practical implications
The research findings provide insights to the management, practitioners and employers about the status of job satisfaction, self-efficacy and commitment of employees in textile organizations which will help make the strategies to increase the overall performance of the organization by enhancing the levels of job satisfaction, self-efficacy and commitment of textile industry employees.
Originality/value
To the best of the authors’ knowledge, this is the first study that tests the relationship among self-efficacy, job satisfaction and the mediating effect of self-efficacy of employees in Indian textile industries.
... The eight items were as follows: achievement of set goals, accomplishment of the task, the importance of outcomes for the efforts, achievement mindset, overcoming challenges, confidence, task completion and better performance under tough conditions. The previous researchers (Weigold and Weigold, 2021;Watson, 2007;Scherbaum et al., 2006;Zhao et al., 2005) used this scale. Job satisfaction Employee Commitment ...
... Penggunaan istilah komputer pada computer self-efficacy bukan hanya berkaitan dengan perangkat keras tetapi juga berkaitan dengan perangkat lunak seperti aplikasi maupun sistem teknologi lainnya. Beberapa penelitian terakhir mengatakan bahwa penelitian terkait computer self-efficacy memiliki peran penting dalam pengaturan pendidikan, dengan adanya peningkatan penggunaan teknologi dalam pembelajaran daring maka penelitian terkait computer self-efficacy menarik untuk diteliti [13]. ...
Burnout is recognized as a major problem in many workplaces around the world, because over time the changes that occur often lead to individuals feeling exhausted, frustrated, angry and cynical, as well as a sense of ineffectiveness or failure. The use of computer technology in online learning as a result of the Covid-19 pandemic in the field of education is one of the changes that is currently receiving the attention of many researchers, besides these changes can cause burnout. Confidence in the use of computers is considered to be a protective factor for the emergence of burnout. Confidence in their ability to use computers can be known as computer self-efficacy. The purpose of this study was to determine the effect of computer self-efficacy on burnout in lecturers in the city of Bandung. This study uses a quantitative causality approach. The subjects in this study amounted to 107 lecturers in the city of Bandung. The computer self-efficacy measuring instrument used is based on the theory of Compeau & Higgins (1995) with the reference based on Bandura's (1977) self-efficacy theory, while the burnout measurement tool is based on the theory of Maslach & Jackson (1981) ). The sampling technique used is quota sampling. Data analysis using simple linear regression test. The result of this research is that computer self-efficacy has a significant negative effect on burnout in lecturers in Bandung. The effective contribution of computer self-efficacy to burnout is 36.48%, the remaining 63.52% is another factor that can affect burnout. Abstrak. Burnout diakui sebagai masalah utama di banyak tempat kerja di seluruh dunia, karena seiring berjalannya waktu perubahan-perubahan yang terjadi seringkali menyebabkan individu merasa kelelahan, frustrasi, marah dan sinis, serta rasa ketidakefektifan atau kegagalan. Penggunaan teknologi komputer dalam pembelajaran daring sebagai dampak dari Pandemi Covid-19 dalam bidang pendidikan merupakan salah satu perubahan yang pada saat ini mendapat perhatian banyak peneliti, selain itu perubahan tersebut dapat menimbulkan burnout. Keyakinan terhadap penggunaan komputer dinilai dapat menjadi faktor protektif dari munculnya burnout. Keyakinan atas kemampuannya dalam menggunakan komputer dapat dikenal dengan istilah computer self-efficacy. Tujuan penelitian ini untuk mengetahui pengaruh computer self-efficacy terhadap burnout pada dosen di Kota Bandung. Penelitian ini menggunakan pendekatan kuantitatif kausalitas. Subjek dalam penelitian ini berjumlah 107 dosen di Kota Bandung. Alat ukur computer self-efficacy yang digunakan didasarkan pada teori Compeau & Higgins (1995) dengan acuannya berdasarkan teori self-efficacy Bandura (1977), sedangkan alat ukur burnout didasarkan pada teori Maslach & Jackson (1981). Teknik sampling yang digunakan adalah quota sampling. Analisis data menggunakan uji regresi linier sederhana. Hasil dari penelitian ini adalah computer self-efficacy berpengaruh negatif signifikan terhadap burnout pada dosen di Kota Bandung. Sumbangan efektif computer self-efficacy terhadap burnout sebesar 36.48%, sisanya 63.52% merupakan faktor lain yang dapat mempengaruhi burnout.
... 6. Studies have addressed social and psychological resources of teacher personality in the context of the digitalization of the educational system. These are teacher motivation and attitude values: Backfisch et al. (2021) and Lachner et al. (2019Lachner et al. ( , 2020; the problem of college teachers' adaptability: Howard et al. (2021), Weigold and Weigold (2021a;2021b), and Weigold et al. (2021); and the problem of psychological barriers to the adoption of digital learning technologies: Ranellucci et al. (2020). ...
The world we live in today holds some uncertainties. The processes of automation, big data, the digital environment, global crises, and the interconnectedness of international society are changing common technological patterns and the educational system. Among the essential features of competitiveness of teachers in higher education are mobility, digital competencies, adaptability, participation in scientific networks and projects, and continuous acquisition of new technological skills. For this reason, teachers must continuously develop their professional skills to remain competitive and create professionals in higher education. Current conditions are fostering global demand for teachers who produce pedagogical and scientific developments.
This article aims to solve the problem of defining the structure, content, and requirements of scientific and methodological support for higher education teachers’ competitiveness in a digital world in the context of global challenges and risks. Theoretically, the problem is defined by the need for new approaches to explaining the concept of teacher competitiveness and the need to develop a psychological and teaching methodology for training and developing teacher competitiveness. In practice, we conclude that researchers must develop personal, professional, procedural, and technological enhancements to support higher education faculty competitiveness in a digital world.
This paper provides a critical analysis of technology acceptance literature. The significance of the study lies in the fact that it analyzed models that have been developed regarding technology acceptance at the individual and organizational levels. Based on the different models, the study aims to identify important factors of technology acceptance at both the individual and organizational level and consequently make obvious their strengths and conceptual gaps so as to assist researchers make appropriate choices during technology acceptance. The study also proffers possible options for further studies.
Psychology has become less WEIRD in recent years, marking progress toward becoming a truly global psychology. However, this increase in cultural diversity is not matched by greater attention to cultural biases in research. A significant challenge in culture-comparative research in psychology is that any comparisons are open to possible item bias and non-invariance. Unfortunately, many psychologists are not aware of problems and their implications, and do not know how to best test for invariance in their data. We provide a general introduction to invariance testing and a tutorial of three major classes of techniques that can be easily implemented in the free software and statistical language R. Specifically, we describe (1) confirmatory and multi-group confirmatory factor analysis, with extension to exploratory structural equation modeling, and multi-group alignment; (2) iterative hybrid logistic regression as well as (3) exploratory factor analysis and principal component analysis with Procrustes rotation. We pay specific attention to effect size measures of item biases and differential item function. Code in R is provided in the main text and online (see https://osf.io/agr5e/), and more extended code and a general introduction to R are available in the Supplementary Materials.
Teachers' integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, research highlighted teachers' computer self-efficacy (CSE) as one of the most important determinants of their ICT integration into teaching practices. Whereas previous research mainly focused on the relation between CSE and ICT integration from a frequency-based point of view, recent research suggests to investigate this relation using more qualitative measures of ICT integration such as the degree to which teachers emphasize developing students' digital information and communication skills (TEDDICS). Consequently, the present study investigates the relations between these two constructs: teachers' emphasis on developing students' digital skills and their computer self-efficacy, taking into account the moderating roles of age and gender. We used a representative sample of 1071 Norwegian secondary school teachers who participated in the international computer and information literacy study (ICILS) in 2013. Our results provide evidence on the positive relation between CSE and TEDDICS. Furthermore, age positively moderated this relation between some factors of the two constructs, indicating that computer self-efficacy plays an even more important role for teachers of higher age in the context of emphasizing ICT skills in classrooms. The unique effect of gender was present for one correlation between CSE and TEDDICS, indicating that moderation by gender was apparent to a limited extent, and related to use of computers for instructional purposes. The interaction between age and gender did not reveal significant moderation effects. We discuss these results in light of the potential consequences for teacher training.
Some studies have argued that information and communication technologies such as smartphones can
pressure employees to work more from home, while others argue that they help employees manage transitions
between the work and family role domains. Leveraging boundary theory and the job demands–resources
model, the present study examines the conditions under which work–family technology use is associated with
greater boundary control. Findings show that technology use is associated with higher boundary control for
those who prefer role integration and lower boundary control for those who prefer role segmentation.
Findings also show that boundary control is linked to emotional exhaustion and that organizational afterhours
electronic communication expectations can compel work–family technology use despite individual
preferences.
The purpose of this paper was to examine the relationship between self-efficacy and online learning environments. Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This paper reviews studies on self-efficacy in online learning environments from 1997 to 2015. Three main categories were discussed: computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy. Possible areas of research on self-efficacy in online learning environments were suggested.
Self-report studies often call for assessment of socially desirable responding. Many researchers use the Marlowe–Crowne Scale for its brief versions; however, this scale is outdated, and contemporary models of social desirability emphasize its multi-dimensional nature. The 40-item Balanced Inventory of Desirable Responding (BIDR) incorporates Self-Deceptive Enhancement (honest but overly positive responding) and Impression Management (bias toward pleasing others). However, its length limits its practicality. This article introduces the BIDR-16. In four studies, we shorten the BIDR from 40 items to 16 items, while retaining its two-factor structure, reliability, and validity. This short form will be invaluable to researchers wanting to assess social desirability when time is limited.
Full-text available at http://sgo.sagepub.com/content/5/4/2158244015621113
This study was designed to explore development of skill acquisition in dental education, utilizing the Dreyfus and Dreyfus continuum. By identifying what skill progression may be recognized in the expert dental educator; and what experiences appear to influence this growth, the knowledge gained may inform more efficient, effective faculty support, development and life-long learning. Employing a qualitative approach, individual interviews were conducted with experienced educators and analyzed. Open coding of responses revealed that skill acquisition necessary to good teaching, as expressed by these experienced educators, reflects common themes and a learning curve similar to that noted by Dreyfus and Dreyfus and other investigators. In addition to supporting knowledge and technique development, dental faculty described working to share with students a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. Findings increase understanding of teaching skill acquisition in dental education and may help provide support for health care faculty who desire to become excellent educators.
Abstract Computer self-efficacy is an often studied construct that has been shown to be related to an array of important individual outcomes. Unfortunately, existing measures of computer self-efficacy suffer from several deficiencies, including criterion contamination, outdated wording, and/or inadequate psychometric properties. For this reason, the current article presents the creation of a new computer self-efficacy measure. In Study 1, an over-representative item list is created and subsequently reduced through exploratory factor analysis to create an initial measure, and the discriminant validity of this initial measure is tested. In Study 2, the unidimensional factor structure of the initial measure is supported through confirmatory factor analysis and further reduced into a final, 12-item measure. In Study 3, the convergent and criterion validity of the 12-item measure is tested. Overall, this three study process demonstrates that the new computer self-efficacy measure has superb psychometric properties and internal reliability, and demonstrates excellent evidence for several aspects of validity. It is hoped that the 12-item computer self-efficacy measure will be utilized in future research on computer self-efficacy, which is discussed in the current article.
This study examined the technology use of beginning secondary science teachers and explored factors facilitating or inhibiting their use of technology. The researchers collected and analyzed interviews and observational data from 95 teachers over a 5-year period. The results show that teachers used PowerPoint the most and other software the least over time. This pattern was consistent over the 5 years of observation, increasing in frequency of usage only slightly each year. The use of PowerPoint was statistically significant when compared to the use of lecture and procedural laboratories. One-way ANOVAs yielded several statistically significant results, in that induction treatments, teacher’s gender, and SES populations were significantly correlated to the use of technology. This study urges that the value of technology used in science classrooms should be redefined to enhance inquiry-based science teaching and learning.
A 32-item Computer Self-Efficacy Scale (CSE) was developed to measure perceptions of capability regarding specific computer-related knowledge and skills. Data from 414 individuals engaged in learning to use computers in three settings were used to conduct analyses for assessing the reliability and construct validity of the instrument. A principal factor analysis with oblique rotation produced a conceptually meaningful 3-factor solution with high alpha reliabilities. An additional analysis suggested that the males and females in this study differed in judgments of their computer capability.
Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based professional development and the increase in the level of ICT infrastructure, teachers are more often reluctant rather than willing to use ICT. This article reviews existing literature to 1) select a theoretical model that is suited to explain this, and 2) uncover important variables at various levels, including the individual and school organisation that should be included in the model. As a result, it adopts Fishbein’s Integrative Model of Behaviour Prediction (IMBP). This model forces the explicit consideration of dispositional variables including attitude, self-efficacy and subjective norm that are the direct and indirect antecedents of intentional ICT usage and real ICT use. Rather than concentrating on general ICT usage, IMBP is concerned with the use of specific ICT tools, such as digital learning materials. The authors believe that IMBP as a diagnostic tool will shed more light upon the issues surrounding teachers’ ICT usage.
In acquiring a skill by means of instruction and experience, the student normally passes through five developmental stages which we designate novice, competence, proficiency, expertise and mastery. We argue, based on analysis of careful descriptions of skill acquisition, that as the student becomes skilled, he depends less on abstract principles and more on concrete experience. We systematize and illustrate the progressive changes in a performer's ways of seeing his task environment. We conclude that any skill- training procedure must be based on some model of skill acquisition, so that it can address, at each stage of training, the appropriate issues involved in facilitating advancement.
The complexity of innovations has long been recognized as a factor affecting the rate of adoption. We investigated the relation between sense of efficacy regarding computers and people's readiness to use them. Using structural equation modeling procedures ({lisrel}) in Study 1, we showed the hypothesized relation between efficacy beliefs with respect to computers and the likelihood of using computers (as measured by subsequent enrollment in computer-related courses) in two independent samples. We demonstrated that beliefs of efficacy regarding computers exert an influence on the decision to use computers that is independent of people's beliefs about the instrumental value of doing so. In Study 2 we extended this finding by showing that, consistent with Bandura's research on the personal efficacy construct, previous experience with computers is related to beliefs of efficacy with respect to computers, but that it does not exert a direct independent influence on the decision to use computers. Furthermore, a significant relation was found in Study 2 between general beliefs of personal efficacy and use of other electronic devices. These studies demonstrate the importance of efficacy beliefs in the decision to adopt an innovation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Researchers have suggested that general self-efficacy (GSE) can substantially contribute to organizational theory, research, and practice. Unfortunately, the limited construct validity work conducted on commonly used GSE measures has highlighted such potential problems as low content validity and multidimensionality. The authors developed a new GSE (NGSE) scale and compared its psychometric properties and validity to that of the Sherer et al. General Self-Efficacy Scale (SGSE). Studies in two countries found that the NGSE scale has higher construct validity than the SGSE scale. Although shorter than the SGSE scale, the NGSE scale demonstrated high reliability, predicted specific self-efficacy (SSE) for a variety of tasks in various contexts, and moderated the influence of previous performance on subsequent SSE formation. Implications, limitations, and directions for future organizational research are discussed.
Adolescents' beliefs in their personal control affects their psychological well-being and the direction their lives take. Self-Efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of sociocultural influences to shape life paths. The chapters, by internationally known experts, cover such concepts as infancy and personal agency, competency through the life span, the role of family, and cross-cultural factors.
Computer self-efficacy is one of the more important constructs in information systems (IS) research. Over the years, IS researchers have debated about its multifaceted nature. Yet, despite, extensive debate, we contend that for information systems, the conceptualization of various self-efficacy dimensions is incomplete. The primary dimension currently focused on is the specificity of the technology. This has resulted in two types of self-efficacy being investigated: computer self-efficacy and specific computer self-efficacy. However, the task being performed with technology has received limited attention in information systems self-efficacy research and discussions. We argue that there are four distinct types of computer self-efficacy constructs that are derived from combining the dimensions of specificity of information technology (specific/general) and task type (simple/complex) into a 2x2 model. Using data gathered from a quasi-experimental study, we illustrate how these constructs are not only theoretically different but also have a distinct measurement item set. Implications for expanding self-efficacy research are discussed at the end.
While the United States federal government and the main teacher education accreditation organization push for the inclusion of technology in teacher education across the curriculum, little attention has been paid to understanding the technology competencies and behaviors of teacher educators. This study explores this gap by investigating what direct and mediating factors predict technological pedagogical content knowledge (TPACK) in teacher educators, and how these factors along with TPACK influence the adoption of the ISTE technology standards in teacher education. The findings from a sample of 806 teacher educators across the United States indicate that there are significant differences in both TPACK and ISTE standard alignment across subject areas, and that experience levels positively predict ISTE standard alignment to a small degree. More significant, however, is the finding that technology knowledge and institutional support are important mediators, predicting TPACK and ISTE standard alignment. Additionally, TPACK strongly predicts ISTE standard alignment. These findings suggest that institutions should provide targeted support to teacher educators across disciplines and should adopt coherent technology frameworks for their programs.
One of the employability skills lacking among fresh graduates is the practical skill needed for school-to-work transition. This has resulted to career thwarting behavior among students. Thus, this study determines the longitudinal impact of career-training mentorship intervention on vocational electronic students' career-related behaviors and practical skills learning outcomes. Moreover , this study examines the multiple mediation effects of career learning self-efficacy and work volition on the cause-effect relationship. We employed nonequivalent control-group quasi-experimental design. The participants were 97 vocational electronic technology education students. The results depicted that career-training mentorship intervention has effects on career-related behaviors (planning, intentions, commitment, and reconsideration) and psychomotor skills performance respectively. We also found multiple mediation effects of career learning self-efficacy and work volition on the relationship between predictor (perceived career-training mentorship) and the outcome (career-related behaviors and performance in practical skills) variables.
Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was .96 for the overall scale, and ranged from .84 to .96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.
Self-efficacy is an important concept for understanding learning and achievement. The concept covers students’ self-confidence and their expectations for future performance. Students’ learning experiences are crucial for the development of self-efficacy beliefs, which may affect students’ achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy. Further, gender, self-efficacy, and socioeconomic background play important roles in understanding students’ computer and information literacies. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. The results reveal a clear distinction between ICT self-efficacy and computer and information literacy.
As with Barbara Byrne’s previous best-selling books on structural equation modeling (SEM) tailored to application within specific SEM programs (LISREL, EQS, AMOS), this newest volume provides a practical guide to the basic concepts and application of SEM using the Mplus program (Muthén & Muthén, 2007-2010). All model applications are based on actual data taken from the author’s own research. Noted for their non-mathematical language, these books are written for the novice SEM user. With each application chapter, the author “walks” the reader through all steps involved in testing the featured SEM model; specific to this most recent book, these include:
explanation of the particular issues addressed
illustrated and annotated testing of the hypothesized, and any post hoc models
explanation and interpretation of all Mplus input and output files
important caveats pertinent to the SEM application under study
description of data and published reference upon which the model was based.
all data files will be available at a designated publisher website
The first two chapters provide an introduction to the fundamental concepts of SEM and important basics of the Mplus program, respectively. The remaining 10 chapters focus on SEM application and include a variety of SEM models that are presented within the context of three sections: Single-group analyses, Multiple-group analyses, and Other important topics, the latter of which include the multitrait-multimethod, latent growth curve, and multilevel models.
Intended for researchers, practitioners, and students who use SEM and Mplus in their work, this book is an ideal resource for graduate level courses on SEM taught in departments of psychology, education, business, and other social and health sciences and/or as a supplement for courses on applied statistics, multivariate statistics, intermediate or advanced statistics, and/or research design. This book is appropriate for those having limited or no previous exposure to either SEM or the Mplus program, although a prerequisite of basic statistics through regression analysis is recommended. It serves as an invaluable companion to the Mplus user’s Guide, as well as to any SEM textbook.
With the penetration of information technology into every walk of business, computer skills become increasingly valued in today’s workplaces. While studies have revealed that computer skills can improve productivity, solve complex problems, create new businesses, and earn wage premium, few studies have investigated the role computer skills can potentially play for worker employment. Based on theories of human capital and social capital, this study develops hypotheses about how computer skills affect worker employment, and further test them using matched US Current Population Surveys (CPS). It finds that computer skills not only mitigate worker displacement but also facilitate reemployment for displaced workers, particularly for reemployment at distant locations. In addition, computer skills are more conducive to managerial and professional jobs in comparison to other types of jobs. This study bears both theoretical and practical implications.
This study examined the relationship between computer self-efficacy and learning performance and investigated learning engagement as a mediator of this relationship. The theoretical background is a combination of the conservation of resources (COR) theory and a theoretically extended job demands–resources model (JD-R model) proposed by Crawford, LePine, and Rich (2010). A daily diary design was carried out with 121 late-middle- and old-aged job seekers attending 10 computer cram schools. Participants completed a baseline questionnaire, seven daily diary questionnaires, and seven daily end-of-class computer skills examinations over the course of 1 week (N = 121∗7 = 847 occasions). The results of multi-level analyses showed that 1) computer self-efficacy is positively related to learning performance, 2) computer self-efficacy is positively related to learning engagement, 3) learning engagement is positively related to learning performance, and 4) learning engagement fully mediates the relationship between computer self-efficacy and learning performance. The theoretical contributions, research limitations, implications for future research, and practical implications of this study are discussed.
Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (N = 2,410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students’ ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed.
Research is lacking on the equivalence of paper-and-pencil and computer-administered surveys in older adult samples. In addition, few comparability studies have used best practices for examining equivalence. The current study investigated quantitative (means), qualitative (internal consistency and intercorrelations), and auxiliary (missing items, completion time, and comfort) equivalence for completing self-report surveys in paper-and-pencil or computerized conditions in an older adult sample. One hundred and eight older adults ages 60 and over were randomly assigned to a paper-and-pencil or computer condition and completed questionnaires assessing personality, social desirability, and computer self-efficacy. Results generally showed qualitative equivalence, with some notable differences for quantitative and auxiliary equivalence.
Gender differences in computer-related constructs have been identified for teachers and students. The present study investigated such differences by focusing on teachers’ computer self-efficacy (CSE), which is conceptualized as their confidence in performing basic and advanced skills in using computers, along with the use of computers for instructional purposes. Analyzing the data from 1208 Norwegian secondary school teachers who participated in the International Computer and Information Literacy Study (ICILS) 2013 by means of multi-group confirmatory factor analysis, we found that: (a) CSE can be described by three factors (self-efficacy in basic operational skills, advanced operational and collaborative skills, and in using computers for instructional purposes) which remain invariant across gender; (b) male teachers had higher CSE in basic (d = −1.03) and advanced operational skills (d = −0.49); (c) no significant gender differences for CSE in using computers for instructional purposes existed; (d) teachers’ CSE was differentially related to their participation in professional development courses for females and males. The differentiation into three factors of CSE provides a more detailed view on teachers’ CSE than unidimensional approaches. We discuss our findings in light of gender differences and teachers’ professional development in using information and communication technology.
Computing has long been considered a male domain. If this perception is pervasive, then this situation can be detrimental to the success of women in the workplace because computing is integral to success in most jobs. Recently however, women are using computers and the Internet at an increasing rate, which brings into question whether or not computing remains "male." This cross-sectional study compares college students in 1995 and 2002 to examine changes in attitudes toward, and usage of computers. Results show that gender gaps in usage and attitudes present in 1995 are lessening, or disappearing altogether, in 2002.
The Computer Attitude Scale (CAS) was created to measure positive and negative attitudes toward computers. Data collected from multiple groups of subjects indicated that both the reliability (internal consistency and test-retest) and validity (short-term predictive, concurrent and construct) of the CAS were adequate. Indications of possible sex and age differences in attitudes towards computers were also found.
Although computer-based learning environments (CBLEs) are becoming more prevalent in the classroom, empirical research has demonstrated that some students have difficulty learning with these environments. The motivation construct of computer-self efficacy plays an integral role in learning with CBLEs. This literature review synthesizes research that has empirically examined factors related to computer self-efficacy and the relationship between computer self-efficacy, learning outcomes, and learning processes with CBLEs. Results indicate that behavioral and psychological factors are positively related to computer self-efficacy. Students who receive behavioral modeling report significantly higher computer self-efficacy than do students who receive the more traditional instruction-based method when learning with CBLEs. Computer self-efficacy is related both to learning outcomes and to learning processes with CBLEs. This review also offers theoretical and methodological issues for future research in the area of computer self-efficacy.
The following is a summary of the author’s five-stage model of adult skill acquisition, developed in collaboration with Hubert L. Dreyfus. An earlier version of this article appeared in chapter 1 of Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer (1986, Free Press, New York).
Integrating technology into teaching and learning is increasing exponentially; however, nonanecdotal evidence of its effectiveness is lacking. Using qualitative and quantitative research methods, the impact of implementing a technology-rich learning environment in a marketing curriculum is investigated. A quasi-experimental approach used (1) a pre-laptop program assessment based on perceptual mapping and concept studies, (2) a treatment (laptops and pedagogy changes) assessment based on social cognitive theory, and (3) a post-laptop assessment of perceptual mapping and enrollment data. Faculty and student responses to the new laptop-based environment are provided along with a discussion based on this experience.
The authors conducted a content analysis on new scale development articles appearing in the Journal of Counseling Psychology during 10 years (1995 to 2004). The authors analyze and discuss characteristics of the exploratory and confirmatory factor analysis procedures in these scale development studies with respect to sample characteristics, factorability, extraction methods, rotation methods, item deletion or retention, factor retention, and model fit indexes. The authors uncovered a variety of specific practices that were at variance with the current literature on factor analysis or structural equation modeling. They make recommendations for best practices in scale development research in counseling psychology using exploratory and confirmatory factor analysis.
Three methods of measuring self-efficacy were compared: traditional, Likert, and a simplified scale. Scores on the three scales had highly similar reliability and validity and were strongly related. The Likert and simplified scales required 50% and 70% (respectively) fewer participant responses than the traditional format, whereas the traditional and Likert formats provided more specific diagnostic information.
Self-report survey-based data collection is increasingly carried out using the Internet, as opposed to the traditional paper-and-pencil method. However, previous research on the equivalence of these methods has yielded inconsistent findings. This may be due to methodological and statistical issues present in much of the literature, such as nonequivalent samples in different conditions due to recruitment, participant self-selection to conditions, and data collection procedures, as well as incomplete or inappropriate statistical procedures for examining equivalence. We conducted 2 studies examining the equivalence of paper-and-pencil and Internet data collection that accounted for these issues. In both studies, we used measures of personality, social desirability, and computer self-efficacy, and, in Study 2, we used personal growth initiative to assess quantitative equivalence (i.e., mean equivalence), qualitative equivalence (i.e., internal consistency and intercorrelations), and auxiliary equivalence (i.e., response rates, missing data, completion time, and comfort completing questionnaires using paper-and-pencil and the Internet). Study 1 investigated the effects of completing surveys via paper-and-pencil or the Internet in both traditional (i.e., lab) and natural (i.e., take-home) settings. Results indicated equivalence across conditions, except for auxiliary equivalence aspects of missing data and completion time. Study 2 examined mailed paper-and-pencil and Internet surveys without contact between experimenter and participants. Results indicated equivalence between conditions, except for auxiliary equivalence aspects of response rate for providing an address and completion time. Overall, the findings show that paper-and-pencil and Internet data collection methods are generally equivalent, particularly for quantitative and qualitative equivalence, with nonequivalence only for some aspects of auxiliary equivalence.
Two studies are reported which describe the development and evaluation of a new instrument, the Computer Technology Use Scale (CTUS), comprising three domains: computer self-efficacy, attitudes to technology, and technology related anxiety. Study 1 describes the development of the instrument and explores its factor structure. Study 2 used confirmatory factor analysis to evaluate the stability of the factors identified and to examine relationships between computer self-efficacy, attitudes, and anxiety. There were 479 (Study 1) and 352 (Study 2) University recruited subjects who volunteered for the project. The initial five factor solution of the CTUS scale was confirmed which include the following factors: computer efficacy, technology related anxiety, complexity, positive attitudes, and negative attitudes. Computer efficacy was positively related to positive attitudes and negatively related to other factors. The relationship between the factors is discussed.
Two Monte Carlo studies were conducted to examine the sensitivity of goodness of fit indexes to lack of measurement invariance at 3 commonly tested levels: factor loadings, intercepts, and residual variances. Standardized root mean square residual (SRMR) appears to be more sensitive to lack of invariance in factor loadings than in intercepts or residual variances. Comparative fit index (CFI) and root mean square error of approximation (RMSEA) appear to be equally sensitive to all 3 types of lack of invariance. The most intriguing finding is that changes in fit statistics are affected by the interaction between the pattern of invariance and the proportion of invariant items: when the pattern of lack of invariance is uniform, the relation is nonmonotonic, whereas when the pattern of lack of invariance is mixed, the relation is monotonic. Unequal sample sizes affect changes across all 3 levels of invariance: Changes are bigger when sample sizes are equal rather than when they are unequal. Cutoff points for testing invariance at different levels are recommended.
Increasing emphasis has been placed on the use of effect size reporting in the analysis of social science data. Nonetheless, the use of effect size reporting remains inconsistent, and interpretation of effect size estimates continues to be confused. Researchers are presented with numerous effect sizes estimate options, not all of which are appropriate for every research question. Clinicians also may have little guidance in the interpretation of effect sizes relevant for clinical practice. The current article provides a primer of effect size estimates for the social sciences. Common effect sizes estimates, their use, and interpretations are presented as a guide for researchers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Alternative training methods on self-efficacy and mastery of a computer software program were compared in the context of a field experiment involving 108 university managers. A behavioral modeling approach relative to a tutorial approach yielded higher self-efficacy scores and higher performance on an objective measure of computer software mastery. Participants scoring high in self-efficacy performed significantly better than participants with low computer self-efficacy scores. Participants low in self-efficacy reported greater confidence in their ability to master the software training in the modeling compared with the tutorial conditions. Participants in the modeling training reported more effective cognitive working styles, more ease with the task, more satisfaction with training, and less frustration compared with participants in tutorial training. Implications for training interventions are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Corporations competing in the global market face a number of challenges and opportunities in effective human resources training. Many firms address this issue by emphasizing multimedia-based training systems. Given the rapid increase in multimedia-based training, it is important that barriers to effective use of this technology be identified. There is substantial evidence in the human resources training literature that low self-efficacy levels among trainees can form a barrier to a specific training technique. Therefore, it is reasonable to believe that receptiveness to multimedia-based training among trainees may differ based on multimedia self-efficacy. This issue was examined through the use of factor analysis, which revealed two significant selfefficacy factors: developed self-efficacy and existing self-efficacy. These factors proved to be highly significant to respondents' perceptions of multimedia training effectiveness. The finding suggests that training effectiveness is determined not only by the training content and media presentation but also by the trainees' self-efficacy.