Multivariate effects of gender, ownership, and the frequency of use on computer anxiety among high school students

Baloğlu, Mustafa; Çevik, Vildan

doi:10.1016/j.chb.2008.03.003

Cited by 34 publications

(21 citation statements)

References 28 publications

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“…This is in full agreement with other studies supporting the fact that owning a PC at home brought about more positive computer attitudes and less computer-related anxiety [20]; [41]. Moreover, this supports the fact that owning a personal computer at home (ownership) and the frequency of computer use are two of the operational components of computer anxiety [42].…”

Section: Discussionsupporting

confidence: 88%

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Success in learning English as a foreign language as a predictor of computer anxiety

Rahimi¹,

Yadollahi²

2011

Procedia Computer Science

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This study investigated the relationship between success in English as a foreign language and the degree of computer anxiety, frequency of computer use, and computer ownership among Iranian high-school students. Eight hundred and nineteen highschool students were selected from eight cities across the country. They completed Computer Anxiety Rating Scale and a personal information questionnaire. School achievement in English was established based on formal grades students received at the end of the academic year. The results revealed that computer anxiety and achievement in English were inversely related. High achievement students in English used computers (both online and offline) more than low achievement students. Computer ownership was also significantly related to students' success in English. It was also found that except gender, achievement in English, PC time, and computer ownership were predictors of computer anxiety.

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Section: Discussionsupporting

confidence: 88%

“…Computer use has also been found to be associated with computer access and ownership [20]. However, there is only one research done on computer ownership and English achievement [2].…”

Section: English and Computer Usementioning

confidence: 99%

Success in learning English as a foreign language as a predictor of computer anxiety

Rahimi¹,

Yadollahi²

2011

Procedia Computer Science

View full text Add to dashboard Cite

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“…However, in other three factors the attitudes of those who owned a computer were marginally higher than the attitudes of those who did not have a computer at home. This is in agreement with the findings of other studies which indicated that accessibility to computer promotes positive attitudes to computer use and they are interrelated (Bovée, Voogt, & Meelissen, 2007;Baloglu, & Cevik, 2008).…”

Section: Discussionsupporting

confidence: 83%

“…There is evidence in the literature that computer experience leads to a positive attitude toward technology and decreases the level of computer anxiety (Matthews, & Shrum, 2003). Being in the environment with computer and benefiting from its applications reduce negative attitudes toward technology and lessen fear of using computer (Baloglu, & Cevik, 2008). It has been suggested that computer attitudes are related to computer experience and formal training with computers by prior attendance at a computer course has a positive effect on users' confidence (Mcilroy, Sadler, & Boojawon, 2007).…”

Section: Computer Access Use and Attitudementioning

confidence: 99%

“…Owning a computer at home or regular computer access at work is highly related to the frequency of computer use which can decrease negative attitudes towards computer (Brosnan, 1999;Baloglu, & Cevik, 2008). It is suggested that uneven distribution of access and use can create differences in computer literacy of students (Kuhlemeier, & Hemker, 2007) which may result in negative computer attitudes.…”

Section: Computer Access Use and Attitudementioning

confidence: 99%

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Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

Rahimi¹,

Yadollahi²

2012

ELT

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The aim of this study was investigating Iranian female students' attitude towards CALL and its relationship with their level of education, computer ownership, and frequency of use. One hundred and forty-two female students (50 junior high-school students, 49 high-school students and 43 university students) participated in this study. They filled in A-CALL questionnaire that assessed their attitudes towards CALL with respect to four factors: effectiveness of CALL vs. non-CALL, surplus value of CALL, teacher influence, and degree of exhibition to CALL. The findings revealed that the sample had a general positive attitude towards CALL while they showed the highest positive attitudes towards teacher influence and the lowest positive attitudes towards effectiveness of CALL vs. non-CALL. Students' attitude toward CALL across level of education was found to be significantly different just in degree of exhibition to CALL; while university students had the highest level of positive attitudes in this regard. Further, computer ownership could make a difference in students' attitude towards teacher influence. No statistically significant difference was found between the attitudes of those students who used computer more frequently and those students who did not use it quite often.

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Exploring children’s exposure to voice assistants and their ontological conceptualizations of life and technology

2022

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Digital Voice Assistants (DVAs) have become a ubiquitous technology in today’s home and childhood environments. Inspired by (Bernstein and Crowley, J Learn Sci 17:225–247, 2008) original study (n = 60, age 4–7 years) on how children’s ontological conceptualizations of life and technology were systematically associated with their real-world exposure to robotic entities, the current study explored this association for children in their middle childhood (n = 143, age 7–11 years) and with different levels of DVA-exposure. We analyzed correlational survey data from 143 parent–child dyads who were recruited on ‘Amazon Mechanical Turk’ (MTurk). Children’s ontological conceptualization patterns of life and technology were measured by asking them to conceptualize nine prototypical organically living and technological entities (e.g., humans, cats, smartphones, DVAs) with respect to their biology, intelligence, and psychology. Their ontological conceptualization patterns were then associated with their DVA-exposure and additional control variables (e.g., children’s technological affinity, demographic/individual characteristics). Compared to biology and psychology, intelligence was a less differentiating factor for children to differentiate between organically living and technological entities. This differentiation pattern became more pronounced with technological affinity. There was some evidence that children with higher DVA-exposure differentiated more rigorously between organically living and technological entities on the basis of psychology. To the best of our knowledge, this is the first study exploring children’s real-world exposure to DVAs and how it is associated with their conceptual understandings of life and technology. Findings suggest although psychological conceptualizations of technology may become more pronounced with DVA-exposure, it is far from clear such tendencies blur ontological boundaries between life and technology from children’s perspective.

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Multivariate effects of gender, ownership, and the frequency of use on computer anxiety among high school students

Cited by 34 publications

References 28 publications

Success in learning English as a foreign language as a predictor of computer anxiety

Success in learning English as a foreign language as a predictor of computer anxiety

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

Exploring children’s exposure to voice assistants and their ontological conceptualizations of life and technology

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