Attitudes toward Computers: Validation of a Computer Attitudes Scale

1987 ◽  
Vol 3 (2) ◽  
pp. 207-218 ◽  
Author(s):  
George G. Bear ◽  
Herbert C. Richards ◽  
Paul Lancaster
Keyword(s):  
Pilot Study ◽  
Rural Schools ◽  
Item Analysis ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Attitudes Toward School ◽  
School Subject ◽  
Career Plans ◽  
School Subjects ◽  
Preliminary Version

A preliminary version of a scale to measure attitudes toward computers, the Bath County Computer Attitudes Scale (BCCAS), was developed and piloted on 398 students in grades 4 through 12 who were attending three rural schools in western Virginia. This instrument consisted of thirty-eight Likert items. The scale was judged to be unidimensional and internally consistent. With the aid of an item analysis, the number of items was reduced to twenty-six. The revised BCCAS was administered to 551 students whose demographic make-up was similar to those who participated in the pilot study. The BCCAS scores were found to be predictably related to computer experience and usage, educational and career plans, choice of favorite school subject, and attitudes toward school subjects. In general, the data supported the validity of the BCCAS as a measure of computer attitudes.

Pre-University Students' Attitudes toward Computers: An International Perspective

1997 ◽  
Vol 16 (3) ◽  
pp. 237-249 ◽  
Author(s):  
Hussein M. Yaghi
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Home Ownership ◽  
Computer Training ◽  
International Perspective ◽  
Computer Attitudes ◽  
Cultural Environment ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Students Attitudes

This study investigates the attitudes of school students toward computers using the Bath County Computer Attitudes Scale and a sample of 644 students in Lebanon. The properties of the scale were explored in relation to a cultural environment that was not investigated before. The reliability and factor analysis of the scale were reported and compared with the findings of other studies that were conducted in other countries using the same scale. In addition, factorial analysis of variance procedure was conducted to investigate the effect of gender and home ownership of computers on students' attitudes. Differences in the means of students' attitudes who used computers differently or received different computer training were compared.

Interests, Reasons and Subject Choice

1995 ◽  
Vol 4 (2) ◽  
pp. 29-34 ◽  
Author(s):  
Gerald Elsworth ◽  
Adrian Harvey-Beavis
Keyword(s):  
Secondary Students ◽  
Critical Discussion ◽  
Career Plans ◽  
School Subjects ◽  
Guidance Program ◽  
Subject Choice ◽  
Hexagonal Arrangement ◽  
School Guidance ◽  
Curriculum Choices ◽  
Senior Secondary

Evidence from recent Australian research indicates that vocational and educational preferences and choices are related thematically in a manner that is well described by Holland's RIASEC themes. A recent Australia-wide survey of the curriculum choices of senior secondary students showed a pattern of relationships with measured interests that was consistent both with Holland's typology and the hexagonal arrangement of interests. The reasons that students gave for their subject choices were also classified and described. It is concluded that a school guidance program could valuably integrate attention to the choice of school subjects, the development of career plans and the critical discussion of anticipated reasons for subject and course choice.

Academically Unpredictable School Children: Their Attitudes Toward School Subjects

1984 ◽  
Vol 77 (5) ◽  
pp. 273-276 ◽  
Author(s):  
Herbert C. Richards ◽  
Donna Gaver ◽  
Heidi Golicz
Keyword(s):  
School Children ◽  
Attitudes Toward School ◽  
School Subjects

Students’ motivation to study music as compared to other school subjects: A comparison of eight countries

2010 ◽  
Vol 32 (2) ◽  
pp. 101-137 ◽  
Author(s):  
Gary E. McPherson ◽  
Susan A. O'Neill
Keyword(s):  
Physical Education ◽  
Task Difficulty ◽  
Mother Tongue ◽  
School Grade ◽  
School Subject ◽  
Grade Levels ◽  
School Subjects ◽  
Beliefs And Values ◽  
Wide Range ◽  
Competence Beliefs

This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.

Measurement Invariance of Test Anxiety Across Four School Subjects

2021 ◽  
Author(s):  
Rebecca Schneider ◽  
Jörn R. Sparfeldt ◽  
Christoph Niepel ◽  
Susanne R. Buch ◽  
Detlef H. Rost
Keyword(s):  
Secondary School ◽  
Measurement Invariance ◽  
Test Anxiety ◽  
School Subject ◽  
School Students ◽  
Correlation Pattern ◽  
Specific Test ◽  
School Subjects ◽  
Subject Specific ◽  
Residual Variances

Abstract. School-subject-specific test anxieties have been widely examined, but there is a lack of analyses of measurement invariance of test anxiety across subjects. In order to preclude a mixture of test anxiety construct differences across school subjects with actual test anxiety differences and to ensure meaningful comparisons of test anxiety across school subjects, we examined such measurement invariance. Two test anxiety factors (worry and emotionality) were inspected across four school subjects (mathematics, physics, German, and English) in a sample of secondary school students ( N = 1,280). Strict measurement invariance was ascertained (i.e., comparable factor loadings, intercepts, and residual variances of the items of worry and emotionality factors across school subjects). The correlations of subject-specific test anxiety factors with subject-specific academic self-concepts and grades showed a convergent/divergent correlation pattern, thereby supporting criterion-related validity. The results of this study provide insights into the comparability of test anxiety assessments across school subjects.

The Effects of Psychosocial Factors on Indian Children's Attitudes toward Computers

1994 ◽  
Vol 10 (3) ◽  
pp. 223-238 ◽  
Author(s):  
Fayneese Miller ◽  
Narendra Varma
Keyword(s):  
Psychosocial Factors ◽  
Trait Anxiety ◽  
Mathematics Anxiety ◽  
Computer Attitudes ◽  
Anxiety Scale ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Children's Attitudes ◽  
And Mathematics ◽  
Future Plans

The purpose of this study was to examine the effects of such psychosocial factors as computer experience, computer usage, future plans regarding computers, and various types of anxiety on children's attitudes toward computers. Subjects consisted of 120 males and 159 females in grades six ( N = 120) and seven ( N = 159), who were enrolled in two single-sex, private, residential schools in Dehru Dun, India. The Bath County Computer Attitudes Survey was used to measure attitudes toward computers. The Spielberger Trait-Anxiety Scale and the Fennema-Sherman Mathematics Anxiety Scale were used to measure subjects' trait anxiety and mathematics anxiety levels, respectively. Results indicated that computer experience, usage, future plans, trait anxiety, and mathematics anxiety were significant factors in predicting computer attitudes. The results were consistent with similar research on North American children. Educational implications of these findings are discussed.

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