Attitudes toward Computers, Science, and Technology

Sensales, Gilda; Greenfield, Patricia M.

doi:10.1177/0022022195263001

Cited by 23 publications

(6 citation statements)

References 11 publications

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“…Females usually have a lower computer self-efficacy (Bandura, 1986;Compeau & Higgins, 1995;Divine & Wilson, 1997) than males, resulting in relatively fewer wishing to study Computer Science or I.S. Culture, race and first language are also often responsible for different attitudes to computing (Martin et al, 1992;Sacks, 1993;Busch, 1995;Sensales & Greenfield, 1995;Nielsen et al, 1997;Chrisholm et al, 1998;Gupta & Houtz, 2000). Prior experience of some sort with computers is usually a positive influence (Knezeck et al, 1993;Gos, 1996), and the maturity of students (Nielsen et al, 1997) can play a role.…”

Section: Prior Researchmentioning

confidence: 99%

Informing South African Students About Information Systems

Hart

2002

InSITE Conference

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At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.

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Section: Prior Researchmentioning

confidence: 99%

Informing South African Students About Information Systems

Hart

2002

InSITE Conference

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“…Age did not correlate significantly with ATEUI total score, nor did sex, a finding that contradicted earlier studies' findings of a higher level of anxiety or more negative attitudes among females (Dambrot et al, 1985;Darkenwald & Novak, 1997;Liaw, 2000;Liu & Reed, 1992;Popovich et al, 1987;Sensales & Greenfield, 1995;Young, 2000) and with one study that found females held a more positive attitude than did males ), but which agreed with others who found no gender difference (Behar & Hackett, 1991;Duggan et al, 2001;Duran, 2001;Heinssen et al, 1987;Jones, 1994;Kay, 1992;Loyd & Gressard, 1984b;Walters & Necessary, 1996).…”

Section: Resultscontrasting

confidence: 63%

“…Attitudes toward computers, science, and technology. Field of study and gender differences also were in evidence in a later study by Sensales and Greenfield (1995), but played a lesser role in attitude than other factors. A comparative study of the structure of attitudes toward computers, science, and technology was carried out with 320 university students equally distributed by country (Italy and the United States), by field of study (humanities, psychology, science, and engineering), and by gender.…”

Section: Sankaran Et Almentioning

confidence: 80%

“…As studies continued to examine attitudes toward use of computers in the 1990s and into the 21 st century, the research became more specific, painting a more detailed picture compared to the broader strokes of earlier attitude studies, such as those of Loyd and Gressard (1984a) and Loyd and Loyd (1985). Year in school and major or field of study were examined to determine relationship to computer attitude and use, with both variables significant, with seniors reflecting more positive attitudes than underclassmen, and those students in business, science, or technical majors more positive than those in the humanities or social sciences (Liu & Reed, 1992;Sensales & Greenfield, 1995;Walters & Necessary, 1996).…”

Section: Sankaran Et Almentioning

confidence: 99%

“…Negative attitudes toward computers were of particular interest to researchers, and gender issues were still researched with conflicting findings. Some studies found significant sex differences, with males generally having less anxiety and more positive attitudes than did females (Liu & Reed, 1992;Young, 2000), but other studies did not (Jones, 1994;Sensales & Greenfield, 1995).…”

Section: Sankaran Et Almentioning

confidence: 99%

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Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students

Duran¹

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Technological advances have forever changed the way educators view the process of writing, including the way students learn, how they feel about the way they are learning, and their subsequent behaviors. Numerous studies have indicated that using computers to write changes the way students write, what they write, and the quantity and quality of that writing. However, studies disagreed about how these changes occur, whether they are positive or negative (or neither), and what psychological dynamics, such as attitude, are involved, to what degree, and how they relate to each other. Affect in general and specifically toward computers has been studied, with several computer attitude scales developed during the 1980s and 1990s. However, these scales did not measure attitude nor subsequent behaviors toward complex computer applications, such as the Internet; moreover, none existed for use in English composition. This study measured attitudes toward educational use of the Internet (ATEUI), along with selected behavioral correlates, among English composition students to examine the relationships between attitude and behavior, age, sex, and academic rank. Further, the students were categorized by age to determine any differences between those who were traditional aged (<25) and those who were non-traditional aged (≥25). iii Dedication This dissertation is dedicated to my mother, Ruth Allen Duran, who convinced me at an early age that education is the way out of poverty. I wish you were here to share this achievement with me and the rest of our family. While one writes a dissertation, it seems a solitary business, and in fact, that is often the case. However, no one reaches the final goal without a host of people supporting the writer in one way or another and, more often, in many ways. I would like to acknowledge the many people who have supported me as I pursued the doctoral degree, especially during the writing of this document. First, I thank Björn Söderberg for his moral and financial support. Without him, I am certain I would never have reached this point in my education. Next, I thank my committee members who are without doubt among the very best, and perhaps most patient, teachers-anywhere. The value of your guidance, knowledge, and expertise is immeasurable. I thank you for working with me and teaching me. As a group and individually, you have every right to feel superior and perhaps to flaunt that superiority; however, I can honestly say that your professionalism is equal to, if not surpassed by, your humility. I am fortunate to have known and worked with such a select group of educators. As anyone who knows me realizes, I am very proud of my family. We grew up in poverty; resources were scarce. I don't really feel that this degree is "my" degree at all; rather, I feel that it is my family's degree, a symbol of one's ability to beat tremendous odds and to succeed in this country. So, to my parents, Virgil and Ruth Duran, my siblings-Richard, David, Jerry, Kathryn, Dennis, Ginger, Mike, and Teresa-this is for you ...

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How children and adults learn to use computers: A developmental approach

Yan

Fischer

2004

New Directions for Child and Adolescent Development

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What is the relation between information technology and human development? This is one of the big questions for contemporary developmental scientists. An enormous research literature has documented how information technologies shape human development cognitively (Papert, 1980(Papert, , 1993, socially (Turkle, 1984(Turkle, , 1995, and physically (Harwin and Haynes, 1992). However, how human beings, particularly ordinary children and adults, master information technology cognitively (understanding the Internet, for example), socially (such as building social network), and physically (for example, learning to use a mouse) has not yet been studied adequately and systematically. As a result, dynamic reciprocal interactions between information technology and human development have been often oversimplified as a static one-way process in which information technology controls human beings. While computer scientists are designing human-centered computers that adapt to people rather than the other way around (Dertouzos, 2001), developmental research will soon fall far behind the technological advances if the research continues to focus on how technology affects people rather than on how people interact with technology.We thank Joshua Smith and Heping Hao for their feedback on the early version of this chapter

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Attitudes toward Computers, Science, and Technology

Cited by 23 publications

References 11 publications

Informing South African Students About Information Systems

Informing South African Students About Information Systems

Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students

How children and adults learn to use computers: A developmental approach

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