The Relationship of Computer Experience and Computer Self-Efficacy to Performance in Introductory Computer Literacy Courses

This study was designed to identify the relationships that exist among computer experience, computer self-efficacy, and computer-dependent performance in an introductory computer literacy course. Measures of computer experience and computer self-efficacy were assessed prior to student participation...

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Bibliographic Details
Published inJournal of research on computing in education Vol. 31; no. 1; pp. 14 - 24
Main Authors Rex, Karsten, Roth, Roberta M.
Format Journal Article
LanguageEnglish
Published Routledge 01.09.1998
Subjects
computer experience
computer literacy
computer self-efficacy
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Summary:This study was designed to identify the relationships that exist among computer experience, computer self-efficacy, and computer-dependent performance in an introductory computer literacy course. Measures of computer experience and computer self-efficacy were assessed prior to student participation in the course, and their relationship to subsequent course performance was analyzed. Results suggest that it is the relevance, rather than quantity, of computer experience students bring to class that is most predictive of performance. Accordingly, only computer self-efficacy was found to be significantly related to computer-dependent course performance. Implications for educators charged with assessing the computer literacy of students entering college are discussed.
ISSN:0888-6504
2376-5836
DOI:10.1080/08886504.1998.10782238