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 Effects of Web Page Design Instruction on Computer Self-Efficacy of Preservice Teachers and Correlates

2003 ◽  
Vol 28 (2) ◽  
pp. 127-142 ◽  
Author(s):  
Li-Li Chu
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Computer Use ◽  
Word Processing ◽  
Web Page ◽  
Web Page Design ◽  
Page Design ◽  
E Mail ◽  
Graphic Software ◽  
Computer Self Efficacy

This study tested the effects of Web page design instruction on improving computer self-efficacy of preservice teachers. A sample of 206 preservice teachers participated in this research. A pretest-posttest design experiment, including a 14-week instruction of Web page design, was conducted. The instruction of Web page design significantly improved the computer self-efficacy of preservice teachers. Various computer experiences, including weekly computer use, weekly Internet use, the use frequencies of word processing, e-mail, games, and presentation software, were significantly related to computer self-efficacy. The use frequencies of word processing and computer graphic software, weekly computer use, and age were the significant predictors of computer self-efficacy. The preservice teachers owning higher perception of computer self-efficacy revealed more confidence on Web page design self-efficacy. Generally, it is confirmed that most educators believe that increasing the opportunities to learn and use computers may facilitate the confidence and competence of preservice teachers.

scholarly journals The Relationship between Academic Self-efficacy and Academic Achievement in Students of the Department of Special Education

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Abdulnaser Fakhrou ◽  
Laith Hazem Habib
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Self Efficacy ◽  
Validity And Reliability ◽  
Sample Group ◽  
Positive Correlation ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to identify the correlational relationship between academic self-efficacy and academic achievement. To this end, a questionnaire of self-efficacy was adopted, whose validity and reliability were high. Next, the sample group, which included 43 students of the Department of Special Education, was asked to respond to the questionnaire. Furthermore, there was a positive correlation between academic self-efficacy and academic achievement. Considering these results, several recommendations and suggestions have been presented.

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