Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments

Abstract

This study was conducted to investigate the relationship between African American adult students’ computer, Internet, and academic self-efficacy, and their attitudes toward computers, in technology-supported environments. The study examined whether computer and Internet self-efficacy differed between students with high and low levels of user attitude and computer anxiety. Correlations between academic self-efficacy and computer and Internet self-efficacy were also explored. Participants included adult students who were enrolled in face-to-face and online courses at a university in the southern United States. Quantitative approaches (i.e., MANOVA, correlation, and regression) were used to analyze the collected data. Results indicated that adult students showed a higher level of confidence in performing basic computer or software skills and Internet browsing actions in comparison to advanced computer skills or Internet tasks (e.g., tasks related to encrypting/decrypting and system manipulation). Computer and Internet self-efficacy significantly differed between learners with high and low levels of attitudes toward computers. Positive correlations were found between computer self-efficacy, Internet self-efficacy, and academic self-efficacy. Both computer self-efficacy and Internet self-efficacy were significant predictors of academic self-efficacy.