Psychology of Computer Use: XXXVII. Computer-Related Stress and Amount of Computer Experience

1996 ◽  
Vol 78 (3) ◽  
pp. 968-970 ◽  
Author(s):  
Collin T. Ballance ◽  
Vickie V. Ballance
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Computer Use ◽  
Computer Experience ◽  
Additional Information ◽  
Related Stress

57 college students were surveyed using Hudiburg's revised Computer Technology Hassles Scale. From additional information, groups with various amounts of experience were formed. Comparison suggests that computer-related stress is not simply a by-product of increased interaction with computers.

Psychology of Computer Use: XXVI. Computer-Related Stress and In-Class Computer Usage

1992 ◽  
Vol 71 (1) ◽  
pp. 172-174 ◽  
Author(s):  
Collin T. Ballance ◽  
Vickie V. Ballance
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Computer Use ◽  
Academic Work ◽  
Computer Usage ◽  
Two Year College ◽  
Different Types ◽  
Two Year College Students ◽  
Related Stress ◽  
Different Levels

Two-year college students receiving three different levels of class-based computer experiences were surveyed using Hudiburg's Computer Technology Hassles Scale. Although their academic work involved widely different types of work with computers, all groups ( ns = 23, 32, and 24) appeared to perceive the same interactions with computers as unpleasant. The students selected unpleasant interactions in the same numbers and with the same intensity.

Psychology of Computer Use: XXVII. Relating Self-Rated Computer Experience to Computer Stress

1993 ◽  
Vol 72 (2) ◽  
pp. 680-682 ◽  
Author(s):  
Collin T. Ballance ◽  
Vickie V. Ballance
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Computer Use ◽  
Computer Experience

College students were surveyed using Hudiburg's Computer Technology Hassles Scale and their computer experience. Students with low, moderate, and high computer experience ( ns = 67, 77, and 37) appeared to perceive the same interactions as unpleasant. The students selected unpleasant interactions in the same numbers and with the same intensity.

Psychology of Computer Use: VII. Measuring Technostress: Computer-Related Stress

1989 ◽  
Vol 64 (3) ◽  
pp. 767-772 ◽  
Author(s):  
Richard A. Hudiburg
Keyword(s):  
Perceived Stress ◽  
Computer Technology ◽  
Computer Use ◽  
Demographic Data ◽  
Attitude Scale ◽  
Attitudes Toward Computers ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Graded Response ◽  
Related Stress

The Computer Technology Hassles Scale was developed to measure technostress or computer-related stress. The Computer Technology Hassles Scale was based on the idea that certain interactions with computer technology are perceived by people to be stressful or a “hassle.” Subjects rated a list of 65 “hassles” as to severity, using a graded response. To ascertain the relation of the Computer Technology Hassles Scale to other measures, the subjects were given the Perceived Stress Scale, a measure of global stress. Subjects were also given a measure of computer attitudes, the Computer Attitude Scale. Demographic data on each subject were also collected. The correlational analyses showed that scores on the Computer Technology Hassles Scale were significantly correlated with scores on the Perceived Stress Scale and the number of hours of computer use but not with attitudes toward computers. These results suggest that the Computer Technology Hassles Scale taps a dimension of psychological stress and that increased computer use for some people leads to increased computer-related stress.

PENGEMBANGAN MODUL PEMBELAJARAN PERANCANGAN SISTEM INFORMASI PADA MATERI PERANCANGAN TERSTRUKTUR BERBASIS TEKNOLOGI KOMPUTER

2019 ◽  
Vol 2 ◽  
Author(s):  
Marlina Marlina
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Learning Method ◽  
Design Development ◽  
Structured Design ◽  
Learning Module ◽  
The People ◽  
Post Test ◽  
Analysis Design ◽  
The University

This research discussed the issue of the development of learning module based computer technology especially a powerpoint. This module is intended to help students receive the material that was delivered by lecturer especially design structured matter which currently learning module media shaped print and the contents of the text are form module so the university students ca not see the material . Based on these problems was built a module learning computer technology with a powerpoint . The reason the manufacture of the module was structured design material with a picture and a symbol of in designing a system so it needs to ease student visualiasi received mater learning. Method of development this module use the model ADDIE (analysis, design, development, implementation and evaluation). Results in this research validated by 2 ( two ) experts namely the people of material said 80% module very reasonable used without revision and media experts said 84% module very reasonable used without revision while results trial by college students by means of pre-test and post-test. The results obtained module very well be used.

“I’ve Never Had to Do This on My Own”

2021 ◽  
pp. 95-109
Author(s):  
Kevin Correa ◽  
Sylvia Symonds
Keyword(s):  
College Students ◽  
Student Retention ◽  
Emerging Adults ◽  
First Generation ◽  
First Generation College Students ◽  
State University ◽  
Arizona State University ◽  
Additional Information ◽  
First Generation College

Receiving an acceptance letter to college can be both exciting and daunting for many students. For some, attending college has been an expectation since birth, but for others they will be the first in their family to attend. This chapter identifies ways to support emerging adults, including advising, mentoring, and coaching as they transition to the college campus and remain to complete their studies. Additional information on the challenges faced by first-generation college students is provided as well. The case study describes the First-Year Success (FYS) Center at Arizona State University. Guiding questions help readers consider how they might increase student retention and success at their own institutions.

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