Abstract
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.
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