Computer Anxiety Scale Research Articles

Psychology of Computer Use: XLII. Problem Solving and Humor as a Function of Computer Anxiety

From a pool of 115 undergraduate women, 20 were placed in a Computer-anxious group and 20 in a Computer-nonanxious group based on their scores on the Computer Anxiety Scale. Half of the subjects were randomly assigned to a group to which the computer presented the problems first and half to a group to whom the computer presented the jokes first. Electromyograms from subjects' zygomatic muscles were monitored as well as palmar skin conductance. Behavioral measures were collected prior to and following the computer interaction. Although the electromyogram for zygomatic tension (smiles) was higher in the jokes condition, indicating that subjects responded to jokes as humorous, Computer-anxious subjects showed increased scores on anxiety and depression and relatively high skin conductance on the initial joke. Subjects with high computer-anxiety had less experience with computers, had lower scores on the Rosenberg Self-esteem test, and, likely not being familiar with computer humor, reacted anxiously.

PSYCHOLOGY OF COMPUTER USE: XLII. PROBLEM SOLVING AND HUMOR AS A FUNCTION OF COMPUTER ANXIETY

From a pool of 115 undergraduate women, 20 were placed in a Computer-anxious group and 20 in a Computer-nonanxious group based on their scores on the Computer Anxiety Scale. Half of the subjects were randomly assigned to a group to which the computer presented the problems first and half to a group to whom the computer presented the jokes first. Electromyograms from subjects' zygomatic muscles were monitored as well as palmar skin conductance. Behavioral measures were collected prior to and following the computer interaction. Although the electromyogram for zygomatic tension (smiles) was higher in the jokes condition, indicating that subjects responded to jokes as humorous, Computer-anxious subjects showed increased scores on anxiety and depression and relatively high skin conductance on the initial joke. Subjects with high computer-anxiety had less experience with computers, had lower scores on the Rosenberg Self-esteem test, and, likely not being familiar with computer humor, reacted anxiously.

Psychology of Computer Use: XXXIX. Prevalence of Computer Anxiety in British Managers and Professionals

The prevalence of computer anxiety among British managers and professionals was investigated. Questionnaire data were obtained from a sample of 235 British managers and professionals. Prevalence was defined as the percentage of individuals in the sample with scores above the midpoint on the computer-anxiety scale. A prevalence rate of 21.3% was found. The prevalence among women was double that among men. This rate is considered very high and may have significant negative effects on productivity or ability to adapt to new computer-based technology. Further, the results imply that scales assessing constructs relevant to rapidly changing issues such as computers need to be constantly updated.

Measuring Computer Anxiety in the Work Environment

Covariance modeling techniques were used to test the assumption of group invariance of a computer anxiety scale by comparing results from two potentially different populations: college students and members of a law enforcement agency. Results provide strong support for the hypothesis that the validity of the computer anxiety construct could be generalized to different groups.

An exploratory study using computerized speech recognition for screening depressive symptoms

This exploratory study tested a computerized speech recognition application for screening depressive symptoms. A “talking” prototype administered the Center for Epidemiological Studies — Depression (CES-D) scale. The study compared computerized and written forms of the CES-D with an adult population. A counterbalanced design controlled for order of administration between the two methods. A sample of 68 participants completed both forms of the CES-D and a computer anxiety scale. The results suggested that there were no significant differences between the means and variances of the two CES-D methods. Equivalent forms reliability and internal consistency estimates of the two CES-D forms were very high. Correlations between the two CES-D methods and a computer anxiety scale did not differ significantly. The preference rates of the two CES-D methods were not significantly different.

An Investigation of the Predictive Validity of Computer Anxiety and Computer Aptitude

The predictive validity of computer aptitude, as measured by four aptitude subtests on the Computer Aptitude, Literacy, and Interest Profile and two computer anxiety instruments (the Computer Anxiety Scale and the Computer Anxiety Factor), was investigated using non programming computer performance as the criterion variable. The effects of computer anxiety on performance were inconsistent, and the suggestion is made that computer anxiety may be related to computer experience. The effects of computer aptitude on performance also yielded inconsistent results. The relationship between computer anxiety and computer aptitude varied. The reliability of the instruments is also reported.

Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education

Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.

The gender factor in computer anxiety and interest among some Australian high school students

Summary The purpose of the study in this short report was to examine the issue of gender as it influences students’ perceived anxiety towards the use of computers and interest in computer usage. Data were collected from 142 boys and 139 girls enrolled in Year 11 in 14 senior high schools in Western Australia. The boys and girls were matched in four variables: home ownership of computers, enrolment in computing class, years of experience in using computers and socioeconomic status. Anxiety data collected using the Computer Anxiety Scale showed a significant difference in the anxiety levels of the boys and girls in the sample, with the girls recording a higher mean anxiety score. For computer interest, the boys had a significantly higher mean score than the girls. The results are discussed within the context of existing literature, and implications for computer education and for further research are drawn.

現職教員のコンピュータ教育に対する態度及びコンピュータ不安の分析

The present study was an attempt to investigate the computer attitudes for education and the computer anxiety of in-service teachers and their correlates. Two scales, Computer Anxiety Scale (CAS) and Computer Attitude for Education Scale (CAES), were developed and administered to 675 in-service teachers. By factor analysis, CAS was divided into two subscales named “personal level anxiety” and “social level anxiety”, and CAES was also divided into three subscales as “human factors of education”,“literacy education”,“improvement of educational method and individualization”. The correlations between “social level anxiety” and three subscales of CAES were higher than the correlations between “personal level anxiety” and these subscales. The results of analysis by Quantification theory Type I were as follows: Gender and factors related to computer experiences were significant predictors of every subscale of CAS and CAES; Age was related to “personal level anxiety” but not to “social level anxiety”; Administrators were found to be more positive than teachers only in the CAES cases; There were differences between types of schools in several subscales of both CAS and CAES, though.

A Study Computer Anxiety for Teachers : The Measurement of Computer Anxiety Scale for Teachers

A Study Computer Anxiety for Teachers : The Measurement of Computer Anxiety Scale for Teachers

A Study on the Measurement of Computer Anxiety Scale for Junior High School Students

A Study on the Measurement of Computer Anxiety Scale for Junior High School Students

The Impact of Positive and Negative Item Stems on the Validity of a Computer Anxiety Scale

For a sample of 270 high school students, the differences between positive and negative item stems are studied using three forms of a computer anxiety scale (original scale, negated items, and mixed stems) to ascertain if the items for each form tended to define a single construct or two different constructs. Internal-consistency estimates of reliability for each form yielded alpha coefficients which ranged from .73 for the mixed-stem format to .95 for the original format. Confirmatory factor analysis (LISREL VI) was employed to test the hypothesis that, for high school students, negative and positive item stems are indicative of different latent variables. The findings tended to support the hypothesis and were consistent with those obtained by other researchers (Benson, 1987 Benson and Hocevar, 1985; Schmitt and Stults, 1985). It was concluded that one should view results with caution when the instrument includes mixed stems, as the two sets of items do not appear to define a single construct.

Measuring Computer Anxiety: The Computer Anxiety Scale

The Computer Anxiety Scale (CAS) is a measure of perceptions by students of their anxiety in different situations related to computers. Involving 225 college students, this study examines the reliability and factorial validity of the CAS. The data suggest that the CAS is an effective and reliable means of measuring student anxiety toward computers.

Computer Anxiety of Rural Middle and Secondary School Students

This study was conducted to investigate the effects of sex and school level on the computer anxiety of rural middle school and secondary students when home availability and school use of computers are controlled. A total of 1,067 students in middle and secondary grades in six rural school districts participated in the study. The instrument used was the Computer Anxiety Scale with Cronbach's reliability coefficients ranging from .83 to .91, depending on the school level of the students. Sex and school level differences were found in home availability, but not in school use of computers. The findings suggest computer anxiety is not affected by sex or school level when home availability and school use of a computer is statistically controlled.

Correlates of Computer Anxiety of Adolescent Students

Selected correlates of computer anxiety of 1075 male and female students in grades 5 and 12 were investigated using a short form of the Computer Anxiety Scale developed by Newman and Clure (1984). The results of separate multiple regression analyses for the two sexes indicated that five independent variables, perceived effect of computer ability on interpersonal relationships, fear of computer hardware, availability of a computer in the home, perceived relationship between math and computer abilities, and perception of computer ability as related to gender were significant predictors of computer anxiety for both males and females. Availability of a computer at school also entered the multiple regression equation as a significant predictor for females. Perceived effect of computer ability on interpersonal relationships was the best predictor of computer anxiety for both males and females. The results of two three-way analyses of variance indicated no significant sex and grade differences in adolescents' computer anxiety, but significant main effects of use of a computer at school and availability of a computer at home were identified in the analyses.