TY - JOUR
T1 - Commitment to learning
T2 - Effects of computer experience, confidence and attitudes
AU - Levine, Tamar
AU - Donitsa-Schmidt, Smadar
PY - 1997
Y1 - 1997
N2 - Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computer-experience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer self-confidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way, and that both positively affect commitment to computer learning. Questionnaires were administered to 309 seventh to twelfth grade students. The theoretical model was tested by structural equation analysis (LISREL). Contrary to prediction, when attitudes were held constant, computer confidence was found to have a negative effect on commitment to learning. All other causal effects, including reciprocity were confirmed. The contribution and relevance of these findings to future educational research are discussed.
AB - Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computer-experience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer self-confidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way, and that both positively affect commitment to computer learning. Questionnaires were administered to 309 seventh to twelfth grade students. The theoretical model was tested by structural equation analysis (LISREL). Contrary to prediction, when attitudes were held constant, computer confidence was found to have a negative effect on commitment to learning. All other causal effects, including reciprocity were confirmed. The contribution and relevance of these findings to future educational research are discussed.
UR - http://www.scopus.com/inward/record.url?scp=0031287672&partnerID=8YFLogxK
U2 - 10.2190/QQ9M-4YG0-PXY2-HMMW
DO - 10.2190/QQ9M-4YG0-PXY2-HMMW
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AN - SCOPUS:0031287672
SN - 0735-6331
VL - 16
SP - 83
EP - 105
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 1
ER -