Reliability and Factorial Validity of Computer Attitude Scales

The World-Wide Web (WWW) is a network of interlinked computer servers that is increasingly widely accessible and includes users from all ages, ethnic origins, and geographic locations. Despite the advantages of the e-mail and computer-mediated administration methods, such as the reduced number of data entry errors and a wider range of subjects, paper and pencil (PP) has continued to remain the most popular questionnaire administration method. However, data collection via the WWW method incorporates many advantages from both the computer-mediated and the e-mail procedures, as well as savings of time. There are disadvantages, such as the lack of control, but the advantages make this method very enticing.At least as early as 1995, researchers began to seriously test the feasibility of using the WWW, with moderate success in the speed of data collection (Welch & Krantz, 1996). More current attempts have illustrated that personality questionnaire data via the WWW can occur extremely rapidly (Pettit, 1999). However, in these studies, the feasibility of WWW data collection was examined, rather than the quality of the data collected via the WWW.One way to evaluate the quality of data is to examine response sets. In questionnaires, response sets are patterns of responding that are independent of the questions. Cronbach (1946) indicated that "because response sets permit persons with the same knowledge or attitude or ability to receive different scores, response sets always lower the logical validity of a test" (p. 484). Five common response effects, including random responding, response errors, item nonresponse, acquiescent responding, and extreme responding, will be quickly reviewed here.Random responding occurs when participants haphazardly provide responses without reading the question. Using students to compare computer-mediated and PP administrations, Beach (1989) found that random response rates were higher for a computer-mediated than for a PPadministered attitude questionnaire.Only 4% of the PP participants exhibited symptoms of random responding, as compared with 10% of the computer-mediated participants. As measured by the F scale of the MMPI, Locke and Gilbert (1995) determined that random response rates were higher in both computer-mediated and PP administration groups than in interview groups.Response errors occur when a response to an item has been generated but the response cannot be used (e.g., illegible handwriting). In a questionnaire about health and personal characteristics, Kiesler and Sproull (1986) found that the e-mail administration (0%) produced a lower error rate than did the PP administration (5.3%) because it was impossible for e-mail participants to provide illegible responses.Item nonresponse is one of the most commonly studied response sets. In a questionnaireabout the effectiveness of a computer-trainingsession, Webster and Compeau (1996) observed a higher average rate of missing responses in the computer-mediated administration than in the PP administration. However, Locke and Gilbert (1...

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“…Computer Attitude Scale (CAS; Loyd & Gressard, 1984). The CAS consists of ten 6-point Likert scaled items, half of which are reverse coded.…”

Section: Scales and Measuresmentioning

confidence: 99%

A comparison of World-Wide Web and paper-and-pencil personality questionnaires

Pettit

2002

Behavior Research Methods, Instruments, & Computers

110

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“…Tasks Attitudes in relation to computer use are classified into three domains (anxiety, self-confidence, and enjoyment), following the CAS scale (Computer Attitude Scale) defined by Loyd and Gressard (1984).…”

Section: Figure 1 Percentage Of Females (In Dark Grey) and Males (Inmentioning

confidence: 99%

“…The section about attitudes in relation to computer use includes questions related to the three domains of anxiety, self-confidence and enjoyment, following the CAS scale (Computer Attitude Scale) defined by Loyd and Gressard (1984). The CAS scale has 30 items groups in three subscales corresponding to the three domains, although statements are mixed and not structured around domains.…”

Section: Questionnairementioning

confidence: 99%

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

2017

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Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.

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“…Computer attitude is defined by the degree to which individuals like and feel comfortable when using computers. Previous studies developed the Computer Attitude Scale (Loyd and Gressard, 1984), which is adapted to study attitudes toward statistical software. Computer anxiety is the degree of fear or apprehension felt by individuals when they use computers, or when they consider the possibility of computer utilization (Henerson, Morris, and Fitz-Gibbon, 1978).…”

Section: Conceptualization Of Variablesmentioning

confidence: 99%

When Technology Meets the Mind: A Comparative Study of the Technology Acceptance Model

Dadayan

Ferro

2005

Lecture Notes in Computer Science

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Abstract. Issues related to technology, including diffusion, acceptance, adoption, and adaptation, have been the focus of research for different disciplines including Information Systems (IS), System Dynamics, Psychology, and Management Science. Of all research conducted and models developed to study technology related issues, the Technology Acceptance Model (TAM) stands out as most prominent, particularly in the field of IS. However, technology acceptance research has been relatively limited in its application to the public sector. Therefore, there is a concurrent need to develop and gain empirical support for models of technology acceptance within the public sector, and to examine technology acceptance and utilization issues among public employees to improve the success of IS implementation in this arena. In this paper we present a more comprehensive, yet parsimonious model of technology acceptance and suggest testing it both in public and private sectors to help understand the similarities and differences (if any) between the two sectors.

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Reliability and Factorial Validity of Computer Attitude Scales

Cited by 451 publications

References 1 publication

A comparison of World-Wide Web and paper-and-pencil personality questionnaires

A comparison of World-Wide Web and paper-and-pencil personality questionnaires

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

When Technology Meets the Mind: A Comparative Study of the Technology Acceptance Model

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