CONTEXTUALIZING THE RELATIONSHIP BETWEEN GENDER AND COMPUTER SELF-EFFICACY: AN EMPIRICAL STUDY FROM INDIA

2021 ◽  
pp. 103464
Author(s):  
M. Vimalkumar ◽  
Jang Bahadur Singh ◽  
Sirish Kumar Gouda
Keyword(s):  
Empirical Study ◽  
Self Efficacy ◽  
The Relationship ◽  
Computer Self Efficacy

Relationship between computer use related self-efficacy perceptions and academic success of conservatory students during distance education in the COVID-19 pandemic

2021 ◽  
Vol 9 (3) ◽  
pp. 800-806
Author(s):  
Hacer Kömürcü ◽  
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Self Efficacy ◽  
Computer Use ◽  
Sample Group ◽  
Class Information ◽  
The Relationship ◽  
Conservatory Students ◽  
Moderate Relationship ◽  
Computer Self Efficacy

This research aims to determine the relationship between the computer use related self-efficacy perceptions and academic success of conservatory students in distance education during the COVID-19 pandemic. The sample group of the study consists of 130 students who received distance education at Zonguldak Bülent Ecevit University State Conservatory during the COVID-19 pandemic. The quantitative data of the study were obtained via the "Computer Self-Efficacy Perception Scale" developed by Aşkar and Umay, and the academic success scores were obtained through correspondence with the conservatory administration. The demographic characteristics of the participants including gender, branch, age, and class information in the sample group were collected through a form prepared by the researcher. SPSS 21.0 program was used in the analysis of the research data. The data was analysed using a t-test, ANOVA and correlation and regression analyses. According to the results of the research, there is a positive, significant, and moderate relationship between conservatory students' computer self-efficacy perceptions and their academic success scores in distance education. The current study revealed that conservatory students' computer self-efficacy perceptions are a predictor of the academic success scores in distance education and can explain 30.2% of the academic success score. Gender, branch, age, and class variables do not have a significant effect on academic success scores and computer self-efficacy perceptions.

Accurately Determining Self-Efficacy for Computer Application Domains

2009 ◽  
Vol 21 (4) ◽  
pp. 21-40 ◽  
Author(s):  
James P. Downey ◽  
R. Kelly Rainer Jr.
Keyword(s):  
Self Efficacy ◽  
Computer Application ◽  
Difficulty Level ◽  
High Ability ◽  
Usage Behavior ◽  
Lower Ability ◽  
Human Computing ◽  
And Performance ◽  
The Relationship ◽  
Computer Self Efficacy

Computer self-efficacy (CSE) has been used in many studies as a predictor of individual competence or performance, usage behavior, and a variety of attitudes. Although CSE has been effective in explaining a variety of human computing interactions, there have been a number of studies in which the relationship was weak or nonexistent. One reason for such findings concerns how CSE is operationalized. Many (if not most) leading cognitive theorists (Bandura, 1997; Gist & Mitchell, 1992; Marakas et al., 1998) rather emphatically state that actual tasks must be used to most accurately determine an individual’s perception of ability (i.e., self-efficacy) for some task or domain. They suggest that using tasks, of incremental difficulty level within the intended domain, most accurately presents an individual’s self-efficacy and leads to stronger relationships with outcomes such as competence or performance. Yet one of the most utilized measures of self-efficacy uses levels of assistance (GCSE of Compeau & Higgins, 1995a), and not tasks. This study examines which methodology provides a stronger relationship with competence and performance. Using a sample of 610, self-efficacy (using both methodologies) and competence or performance were measured for six different application domains. Results indicate that for domains in which individual’s had lower ability, actual tasks were superior. For domains of higher ability, however, levels of assistance yielded stronger relationships. This study clarifies the relationship between self-efficacy and performance as an individual moves from low to high ability as a result of training or experience. Implications and suggestions for further study are included.

The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs

2017 ◽  
Vol 23 (2) ◽  
pp. 681-703 ◽  
Author(s):  
Yuwarat Srisupawong ◽  
Ravinder Koul ◽  
Jariya Neanchaleay ◽  
Elizabeth Murphy ◽  
Emmanuel Jean Francois
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Classroom Environments ◽  
The Relationship ◽  
Computer Self Efficacy
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