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.

Psychology of Computer Use: II. Sex Differences in Prediction of Course Grades in a Computer Language Course

1988 ◽  
Vol 66 (2) ◽  
pp. 627-636 ◽  
Author(s):  
Faye H. Dambrot ◽  
S. Marc Silling ◽  
Avery Zook
Keyword(s):  
High School ◽  
Assembly Language ◽  
Total Sample ◽  
Computer Attitudes ◽  
Computer Language ◽  
Computer Experience ◽  
Course Grades ◽  
Mathematics Aptitude ◽  
And Mathematics ◽  
Assembly Language Programming

This study investigated the effects of sex, computer aptitude, computer attitudes, computer experience, mathematics aptitude, and mathematics experience on the prediction of course grades in a computer language course. The sample consisted of 119 women and 73 men who completed an assembly-language programming course at a midwestern state university. While men in general had higher mathematics aptitude and computer aptitude, women received higher course grades in the computer language course. Students who failed the course were significantly lower in computer aptitude, computer experience, mathematics aptitude, mathematics experience, and high school GPA. A discriminant analysis for the total sample correctly classified passing and failing students at 81.1% accuracy rate. A short test of computer aptitude significantly added to high school grades and mathematics experience in a regression analysis of course grades. Computer attitudes were not related to course grades.

Deaf College Students and Computers: The Beneficial Effect of Experience on Attitudes

1989 ◽  
Vol 17 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Kate MacKowiak
Keyword(s):  
College Students ◽  
Computer Anxiety ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Spring Semester ◽  
Students Attitudes ◽  
Level Of Significance ◽  
The Impact ◽  
Three Components

The impact of individual differences on deaf college students' attitudes toward computers was investigated. Three components of computer attitudes were examined: liking, anxiety, confidence. Mean scores for each component were calculated. Subjects ( n = 131) were students of both sexes who responded to a questionnaire (alpha .89 for the fall semester and .92 for the spring semester). A t-test did not yield significant differences in the two administrations. The sample positively responded to lack of computer anxiety, and indicated computer liking. Students' confidence level was low. Analyses of variance procedures (.05 level of significance) were run to determine the effect of age, sex, computer experience and major on attitudes. Age, sex, and major were not statistically significant. Computer experience had main affect on all three components of computer attitudes. Interaction by age, sex, experience, and major, was statistically significant for computer anxiety only.

Gender Differences in Computer Attitude among Ninth-Grade Students

2000 ◽  
Vol 22 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Djordje Kadijevich
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Ninth Grade ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
School Students ◽  
Computer Attitude ◽  
Students Attitudes ◽  
And Mathematics ◽  
Ninth Grade Students

A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.

scholarly journals Further Development of the Children's Mathematics Anxiety Scale UK

2018 ◽  
Author(s):  
Dominic Petronzi
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Mathematics Anxiety ◽  
Rating Scales ◽  
Mathematics Performance ◽  
Anxiety Scale ◽  
Early Years ◽  
Assessment Tools ◽  
Confirmatory Factor ◽  
And Mathematics

There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools for younger children (< 7 years of age) despite a recent focus on this age range. Following previous testing and validation, the 26-item iteration of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4-7 years was further validated with 163 children (4-7 years) across 2 schools in the UK to test the validity and reliability of the items through subsequent exploratory and confirmatory factor analysis. The predictive validity of the scale was also tested by comparing scale scores against mathematics performance on a mathematics task to determine the relationship between scale and mathematics task scores. Exploratory Factor Analysis and associated Parallel Analysis indicated a 19-item scale solution with appropriate item loadings (>.45) and high internal consistency (α = .88). A single factor model of Online Mathematics Anxiety was related to the experience of an entire mathematics lesson, from first entering the classroom to completing a task. A significant negative correlation was observed between the CMAS-UK and mathematics performance scores, suggesting that children who score high for mathematics anxiety tend to score to perform less well on a mathematics task. Subsequent Confirmatory Factor Analysis was conducted to test a range of module structures; the shortened 19-item CMAS-UK was found to have similar model indices as the 26-item model, resulting in the maintenance of the revised scale. To conclude, the 19-item CMAS-UK provides a reliable assessment of children’s mathematics anxiety and has been shown to predict mathematics performance. This research points towards the origins of mathematics anxiety occurring when number is first encountered and supports the utility of the CMAS-UK. Subsequent research in the area should consider and appropriately define an affective component that may underlie mathematics anxiety at older ages. Mathematics anxiety relates to more complex procedures that elude the experiences of younger children and may instead be the result of number-based experiences in the early years of education.

Gender-Differences in Computer Experience and its Influence on Computer Attitudes

1994 ◽  
Vol 11 (4) ◽  
pp. 347-367 ◽  
Author(s):  
Lily Shashaani
Keyword(s):  
Gender Differences ◽  
Computer Attitudes ◽  
Male Students ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Home Computer ◽  
Positive Attitudes ◽  
Computer Confidence ◽  
Number Of Classes

This study of 902 boys and 828 girls in secondary school shows that gender-differences in computer experience has a direct relationship to computer attitudes. The data analysis supports the hypothesis that male students have more computer experience than female students. This experience is measured by the number of computer classes attended, the amount of computer usage, and having access to a home computer. Boys showed more positive attitudes toward computers than girls. The number of classes students attended, and the amount of computer usage was positively related to computer interest, computer confidence (for boys), and perceived computer utility. Home computer ownership was not related to computer attitudes. The association between computer attitudes and computer experience was stronger for males than females.

State‐Trait Anxiety Inventory State Anxiety Scale--Parent Version

2020 ◽  
Author(s):  
Lindsey M. Shain ◽  
Maryland Pao ◽  
Mary V. Tipton ◽  
Sima Zadeh Bedoya ◽  
Sun J. Kang ◽  
...  
Keyword(s):  
Trait Anxiety ◽  
State Anxiety ◽  
Anxiety Scale ◽  
State Trait Anxiety Inventory ◽  
Parent Version

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

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