The relationship between computer self-efficacy and playfulness of mobile phone

2010 ◽  
pp. 417-419
Author(s):  
Wei-Jen Chen ◽  
Li-Chieh Chen
Keyword(s):  
Mobile Phone ◽  
Self Efficacy ◽  
The Relationship ◽  
Computer Self Efficacy

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

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.

The relationship between mobile self-efficacy and mobile-based personal information management practices

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irfan Ali ◽  
Nosheen Fatima Warraich
Keyword(s):  
Mobile Phone ◽  
Information Management ◽  
Mobile Phones ◽  
Self Efficacy ◽  
Personal Information ◽  
Cloud Services ◽  
Smart Device ◽  
Personal Information Management ◽  
Content Type ◽  
The Relationship

PurposeThe purpose of this study is to explore the relationship between mobile self-efficacy and personal information management (PIM) practices through mobile phones and smartphones, and additionally, to explore the challenges of using a smart device for PIM.Design/methodology/approachThis study followed Preferred Reporting Items for the Systematic Review and Meta-analysis (PRISMA) guidelines to achieve the objectives. A comprehensive search strategy, inclusion criteria and exclusion criteria were formulated in light of PRISMA guidelines. The data were collected from different scholarly repositories, databases and core journals of PIM. The studies were included after four steps, i.e. identification, screening, eligibility and inclusion of studies.FindingsFindings revealed that there was a positive relationship between mobile self-efficacy and PIM via mobile phones. People used two techniques for finding and re-finding information via mobile phones/smartphones. These techniques include browsing and searching information. People send information, share with others and save in draft folders to emails in mobile phones/smartphones for keeping information for future use. They organize their personal information in folders and use different applications such as Evernote, Google Calendar, alarm and organizer. They uninstall and update mobile applications with new versions, clear phone call history and backup personal information to desktop devices and cloud services to maintain personal information. PIM via mobile phone/smartphone challenges were also identified. These challenges were classified as information related challenges, technical challenges, mobile phone adaptability challenges and miscellaneous challenges.Originality/valueThis study will help library professionals and decision makers to devise information literacy instruction programs according to the users' needs. The results of this study will also open new horizons for system designers to devise mobile-based PIM tools according to users' needs.

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.

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