Determinants of Computer Self-Efficacy—An Examination of Learning Motivations and Learning Environments

Abstract

The purpose of this article is to discuss determinants of computer self-efficacy from the perspective of participant internal learning motivations and external learning environments. The former consisted of three motivations-interest, trend, and employment-while the latter comprised two environmentshome and school. Through an intermediate variable-computer use-a causal model was constructed to analyze how the determinants affected participant computer self-efficacy. To validate the model, 235 vocational and technology college and university students were surveyed. The results indicated that computer use and interest motivation had significant direct effects on participant computer self-efficacy, as did school environment and trend motivations, but the latter was negative. The home environment and employment motivations had indirect effects on computer self-efficacy through computer use, as did the interest and trend motivations. Among the correlations of determinants, the home environment was significantly correlated with all of the learning motivations, but school environment was not. Demographic analysis indicated that most of the students were not satisfied with the learning environment of schools. The results could provide useful and practical information for educational administrators, computer instructors, and students.

Motivation and learning in an online, unmoderated, mathematics workshop for teachers

“…Consistent with prior discussions of computer-supported instruction generally (see Moos and Marroquin 2010;Thompson and Lynch 2003), findings from the present project corroborate those from studies also addressing participation that have underscored the roles of self-efficacy (Hsu and Huang 2006;Liaw et al 2007;Thompson and Lynch 2003;Thompson et al 2002), the ability to navigate (Scott and Schwartz 2007), appreciation of the relevance of content (Azevedo et al 2004), and interest (Hsu and Huang 2006;Lawless and Kulikowich 1996). The present findings also indicate that a wide-range of users will choose to engage in serious thinking about mathematics together online, and that their engagement is sustained when they feel challenged and/or have clear goals for participating.…”

“…Research has demonstrated that effective use of hypermedia requires self-regulation: making decisions about what and how to learn, how much time to spend, and whether or not learning has occurred (see Azevedo et al 2008). Additionally, this research has also suggested that working with computer-supported instruction requires an ability to navigate (Scott and Schwartz 2007), appreciation of the relevance of content (Azevedo et al 2004), and interest (Hsu and Huang 2006;Lawless and Kulikowich 1996).…”

“…For example, participants' feelings of self-efficacy have been linked to their satisfaction working online (Hsu and Huang 2006;Liaw et al 2007) and their abilities to monitor their developing understanding . Research has demonstrated that effective use of hypermedia requires self-regulation: making decisions about what and how to learn, how much time to spend, and whether or not learning has occurred (see Azevedo et al 2008).…”

Effects of computer course on computer self-efficacy, computer attitudes and achievements of young individuals in Siirt, Turkey

“…For the most part, studies of computer self-efficacy have limited their exploration of independent and dependent variables to factors that make sense in the training context (Deng et al, 2004). As computer usage is an important factor that influences computer self-efficacy, the most effective way to improve computer self-efficacy perception of individuals is increasing their computer usage (Hsu and Huang, 2006). In general, researchers confirm that computer self-efficacy not only determines the decisions of individuals in accepting and using the computer system, but is also a good predictor of achievements in computer-related tasks (Torkzadeh et al, 2003).…”

A Study of Students Perceived Computer Knowledge

“…Qutami and Abu-Jaber (1997) examined gender and the user's cognitive learning styles to self-efficacy in computer skills. Computer use and personal interest had a direct and significant effect on CSE (Hsu & Huang, 2006). Goh, Ogan, Ahuja, Herring, and Robinson (2007) looked at the relationship between CSE and mentoring as well as the gender of students and their mentors.…”