Computer attitude as a moderator in the relationship between computer anxiety, satisfaction, and stress

Parayitam, Satyanarayana; Desai, Kiran; Desai, Mayur S.; Eason, Mary K.

doi:10.1016/j.chb.2009.11.005

Cited by 61 publications

(35 citation statements)

References 51 publications

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“…Accordingly, possessing the right computer skill could minimize employees' levels of computer anxiety. Literature suggests that business organizations can focus on computer training, computersupported collaborative learning, promote social interaction, implement innovative learning methods to avoid negative consequences [12,13].…”

Section: Discussionmentioning

confidence: 99%

Technology acceptance and computer anxiety

Shah

Rafiey

Embi

2012

2012 International Conference on Innovation Management and Technology Research

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This paper examines the relationship between attitudes towards computers with computer usage and computer anxiety.Self-administered questionnaires were randomly distributed to employees in commercial banks in Kuala Lumpur, generating 319 responses for the final analysis. The findings indicate that computer skills and acceptance in using technology are inversely related to computer anxiety.Hierarchical regression analysis reveals that both low and high attitudes towards computers show a negative relationship between computer skills, computer knowledge and computer anxiety. Empirical evidence explains the variation of the study and supports the view that the scale used in the western workplace environment is also applicable in Malaysia. The study suggests computer users have to keep up with and adapt to new technology and its applications since computer anxiety is a natural consequence of performing heavy, routine job tasks.

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Section: Discussionmentioning

confidence: 99%

Technology acceptance and computer anxiety

Shah

Rafiey

Embi

2012

2012 International Conference on Innovation Management and Technology Research

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“…One of the main distinctions that motivational researchers make is between intrinsic and extrinsic motivation (Deci & Ryan, 1985). Intrinsic motivation is a drive that ''deals with behavior performed for itself, in order to experience pleasure and satisfaction inherent in the activity'' (Vallerand, 1997, p. 271), Increased intrinsic motivation is related to an individual's willingness to spend more time on a task, creates an affective mood, results in effective learning, and leads to a certain behavior (Ho & Kuo, 2010;Hung et al, 2011;Parayitam, Desai, Desai, & Eason, 2010). On the other hand, extrinsic motivation is a drive that ''involves performing behavior in order to achieve some separable goals, such as receiving rewards or avoiding punishment'' (Vallerand, 1997, p. 271).…”

Section: Research Backgroundmentioning

confidence: 99%

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Lee

Hwang

2015

Computers in Human Behavior

166

102

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“…These negative feelings have been shown to have negative effect on lecturers' adoption of new technology and perception of how easy new technology will be to use (Agarwal et al, 2000;Beckers et al, 2007;Imhof et al, 2007;Parayitam et al, 2010;Saadé & Kira, 2007;Smith & Caputi, 2007). Anxiety has also been shown to have a negative influence on lecturers' digital literacy, making them more likely to resist learning new ICT skills (Barbeite & Weiss, 2004;Sun, Tsai, Finger, Chen, & Yeh, 2008;van Raaij & Schepers, 2008).…”

Section: Ict Anxietymentioning

confidence: 99%

“…The negative outcome may be anything from the fear that the user may damage the equipment to looking foolish in front of their peers. Anxiety about using ICT has been shown to have a strong negative impact on the future use of ICT (Agarwal, Sambamurthy, & Stair, 2000;Beckers, Wicherts, & Schmidt, 2007;Imhof, Vollmeyer, & Beierlein, 2007;Parayitam, Desai, Desai, & Eason, 2010;Saadé & Kira, 2007;Smith & Caputi, 2007).…”

Section: The Teacher Mobile Learning Adoption Modelmentioning

confidence: 99%

Factors Impacting Teachers’ Adoption of Mobile Learning

2014

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As mobile technology has advanced, awareness is growing that these technologies may benefit teaching and learning. However, despite this interest, the factors that will determine the acceptance of mobile technology by lecturers have been limited. This study proposed and tested a new model that extends the technology acceptance model (TAM) with three new variables: digital literacy, ICT anxiety, and ICT teaching self-efficacy.The TAM models the adoption of new technology based on measuring a users' beliefs and attitudes to the technology. In particular, the TAM states that two factors influence a user's use and perception of new technology. The first factor, perceived usefulness, is the degree to which a person believes that a particular technology will be beneficial to their lives. The second factor, perceived ease of use, is the measure of the degree an individual believes a particular technology is free from effort.Research has shown that a large portion of lecturers still resists the integration of technology into the classroom. Two aspects, in particular, have been consistently found to impact lecturers' adoption of technology. The first aspect shown to influence the adoption of new technology is the beliefs held by the lecturers. Specifically, it is the perceived value of the new technology (perceived usefulness) and perceived effort needed to learn to use the new technology (perceived ease of use) that have been established as playing a major role in the adoption of technology. The second major aspect seen to influence adoption is the skill of lecturers to use digital technology (referred to as digital literacy) and the skill needed to integrate it into their teaching (teaching selfefficacy).The new model that was proposed and tested measured the impact of digital literacy, ICT anxiety, and ICT teaching self-efficacy, along with the well established factors of perceived usefulness and perceived ease of use, on lecturer' acceptance of mobile learning. A survey was used to measure the major variables in this study. The research found that Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. This research has added to and clarified the existing literature into mobile learning. In particular, it recognizes the role that lecturers play in the future acceptance of mobile learning. It shows that the factors that influence lecturers' adoption of mo...

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Computer attitude as a moderator in the relationship between computer anxiety, satisfaction, and stress

Cited by 61 publications

References 51 publications

Technology acceptance and computer anxiety

Technology acceptance and computer anxiety

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Factors Impacting Teachers’ Adoption of Mobile Learning

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