Computer Anxiety Levels Of Southern Region Extension Agents

1990 ◽  
Vol 1990 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Myra N. Smith ◽  
Joe W. Kotrlik
Keyword(s):  
Computer Anxiety ◽  
Southern Region ◽  
Extension Agents ◽  
Anxiety Levels

scholarly journals Gender differences in computer-related achievement, anxiety and attitude: A meta-analysis in Turkey sample

2016 ◽  
Vol 6 (1) ◽  
pp. 02 ◽  
Author(s):  
Esad Esgin ◽  
Mehmet Elibol ◽  
Muhammed Daglı
Keyword(s):  
Gender Differences ◽  
Computer Anxiety ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Random Effects Model ◽  
English Studies ◽  
Size Standard ◽  
Related Attitude ◽  
Anxiety Levels ◽  
Achievement Anxiety

The aim of this study is to analyze the gender differences on computer-related achievement, anxiety and attitude in Turkey sample. With an aim to combine the results obtained from the independent studies conducted on computer achievement, computer anxiety and computer-related attitude; three different meta-analysis studies were conducted. Various criteria were used in order to determine which studies were going to be included in meta-analysis. Within this context, both Turkish and English studies conducted during 2000-2014 were analyzed; 16 studies on achievement, 17 studies on anxiety and 30 studies on attitude from Turkey sample containing sample size, standard deviation and average values were included in the research. The studies containing the relevant data were analyzed with random effects model. As result of the study, effect size of gender differences for computer achievement, computer anxiety and computer-related attitude were found as 0.012, 0.237 and 0.114 respectively. The values obtained were evaluated according to the classification made by Thalheimer and Cook [30], it was detected that effect sizes regarding gender differences for computer achievement and computer-related attitude were negligible but effect sizes regarding gender differences for computer anxiety were small in favor of male individuals. Consequently, it was determined that there was no difference in computer achievement and computer-related attitude of male and female individuals and the anxiety levels of females are higher than the anxiety levels of males. Keywords: computer achievement, computer anxiety, computer-related attitude, gender differences, meta-analysis

The Lecture Classroom Environment and its Effects on Change in Computer Anxiety of Students Taking Computer Proficiency Classes

1996 ◽  
Vol 15 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Kathy Lynn Schuh
Keyword(s):  
Classroom Environment ◽  
Computer Anxiety ◽  
Demographic Data ◽  
College And University ◽  
Additional Information ◽  
Computer Proficiency ◽  
Anxiety Levels

This study looked at characteristics of the classroom environment and their relationship to reduction of computer anxiety in students taking college computer proficiency courses. The College and University Lecture Classroom Environment Inventory was developed for this study as a means to assess the classroom environment. Pre- and posttest data were utilized to assess computer anxiety levels as well as gather additional information about the classroom environment and provide demographic data for comparison with computer anxiety. Weak correlations were found between students' change in computer anxiety and students' perceptions of the classroom environment. Significant differences were found in changes of computer anxiety among students who indicated that they had sought or received assistance from the instructor and those who indicated that the instructor had said or done something during the semester to alleviate their fears and apprehension about working on a computer.

scholarly journals Relations and Influences in the Process of Conventionalization of Organic Markets in the Southern Region of Brazil: A Multilevel Perspective Analysis

2021 ◽  
Vol 19 (56) ◽  
pp. 189-207
Author(s):  
Lillian Bastian ◽  
Paulo Dabdab Waquil ◽  
Steffanie Scott
Keyword(s):  
Southern Region ◽  
Alternative Agriculture ◽  
Extension Agents ◽  
Food Regime ◽  
The World ◽  
Organic Farmers ◽  
Multilevel Perspective ◽  
Retail Chains ◽  
Bifurcation Process ◽  
Perspective Analysis

The organic markets from all around the world are changing fast. An example is the proliferation of standards and the entrance of new actors in the organic market, as the processors. In this paper, organic farmers, agro industries, retailers, consumers, and rural extension agents were consulted through qualitative research methods to better understand these changes and to assess the conventionalization-bifurcation process of organic markets in the Southern Region of Brazil. The relations and influences that exist between these actors were identified and analyzed. The theoretical approach used in this study comes from the Multilevel Perspective. This approach sustains that a novelty, like organic farming, can produce radical or incremental changes in a socio-technical regime, as the dominant agro-food regime, while connections between both are built. We observed that these relations and influences are of three main types: outsourcing and elongation of supply chains; restrictions in the commercialization of the farmer’s production; and the consequences, adjustments and commercial conditions established through contracts with retail chains besides commercialization in alternative networks. Through these findings, we identified a bifurcation in the organic markets where some actors demonstrate practices similar to agrifood dominant regime. In this process, the regime is changing, but so are the alternative networks. It indicates that once again the alternative agriculture is capable of reaffirmation by some ways.

The Effect of the Computer Anxiety Levels of Physical Education Teachers on Distance Education Competence: Structural Equation Model Analysis

2021 ◽  
Vol 11 (1) ◽  
pp. 112
Author(s):  
Hacer Ozge Baydar Arican
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Technology Use ◽  
Structural Equation ◽  
Computer Anxiety ◽  
Equation Model ◽  
Anxiety Scale ◽  
Physical Education Teachers ◽  
Anxiety Levels ◽  
The Individual

The aim of the present study was to examine the effects of the computer anxiety levels of physical education teachers on distance education competencies during the Covid-19 pandemic process with a structural equation model. The study group consisted of a total of 141 physical education teachers, 60 of whom were female (42.6%) and 81 male (57.4%), who worked in private or public schools in Ankara, and who were selected with the convenient sampling method. In the study, the Distance Education Competencies Scale of Physical Education Teachers”, “Computer Anxiety Scale” and the Individual Information Form were utilized as the measurement tool. The “Distance Education Competencies Scale of Physical Education Teachers” that consisted of two sub-dimensions of “Planning and Technology Use” and “Implementation and Evaluation” consisting of 18 items in a 5-point Likert structure. In addition, the “Computer Anxiety Scale” that consisted of 10 items, 5 positive and 5 negative, as well as the Individual Information Form, which was prepared by the researcher to collect data in the study. Frequency Analysis, Kolmogorov Smirnov Test, Independent Groups t-test and One-Way Analysis of Variance were used in the analysis of the data, regression and structural equation modeling were used to analyze the effects of computer anxiety on distance education competencies. Also, Cronbach’s Alpha Coefficients were obtained to determine the reliability levels of the scale and its sub-dimensions; and it was found that the reliability of the scale and its sub-dimensions was at a sufficient level. Analyzes were performed by using the SPSS 20.0 and Amos 16.00 Software at a 95% Confidence Interval level. When the study findings were evaluated, no significant differences were detected between computer anxiety levels and distance education competencies in different age groups, education levels and institution types. According to the gender variable, the computer anxiety levels of male teachers were found to be at significant levels higher than those of female teachers. When the comparisons according to the branches were examined, the computer anxiety levels differed at significant levels according to the branch types (p<0.05) and the sub-dimensions of the distance education competency scale did not differ at significant levels according to the branch types (p>0.05). When the other variables were examined, the sub-dimensions of the distance education competency scale differed at significant levels according to school levels and professional seniority years (p<0.05) and the computer anxiety scale scores did not differ at significant levels according to school levels and professional seniority years (p>0.05). According to the regression model that was created to determine the effects of computer anxiety levels on distance education qualifications, it was found that computer anxiety did not have any significant impacts on planning and technology use, implementation and evaluation sub-dimensions (p>0.05).

Computer Anxiety and Different Types of Computer Courses

1992 ◽  
Vol 8 (4) ◽  
pp. 469-478 ◽  
Author(s):  
Tim Leso ◽  
Kyle L. Peck
Keyword(s):  
College Students ◽  
Problem Solving ◽  
No Reduction ◽  
Computer Anxiety ◽  
The Other ◽  
Software Applications ◽  
Large Numbers ◽  
Different Types ◽  
Anxiety Levels ◽  
Computer Courses

This study was undertaken for two purposes: 1) to describe differences in anxiety in students voluntarily entering two different types of computer courses; and 2) to assess the changes in anxiety level attributed to each course. Undergraduate college students had registered for two introductory computer courses. One was a problem solving and programming course; the other was a tools software applications (non-programming) course. Students completed a pretest and posttest for computer anxiety. Results indicated that initial anxiety levels were not significantly different, and that the reduction in computer anxiety was significantly greater for students in the tools software applications course than for students in the problem solving and programming course. Although the “tool use” course proved more effective in reducing computer anxiety, results showed that large numbers of subjects in both conditions exhibited no reduction in anxiety as a result of the courses.

Psychometric Parameters of the Spanish Version of the Kuwait University Anxiety Scale (S-KUAS)1

2004 ◽  
Vol 20 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Ahmed M. Abdel-Khalek ◽  
Joaquin Tomás-Sabádo ◽  
Juana Gómez-Benito
Keyword(s):  
Reliability And Validity ◽  
Anxiety Scale ◽  
Spanish Version ◽  
Good Reliability ◽  
Kuwait University ◽  
Males And Females ◽  
Anxiety Levels ◽  
Arabic And English ◽  
Cross Language ◽  
Language Equivalence

Summary: To construct a Spanish version of the Kuwait University Anxiety Scale (S-KUAS), the Arabic and English versions of the KUAS have been separately translated into Spanish. To check the comparability in terms of meaning, the two Spanish preliminary translations were thoroughly scrutinized vis-à-vis both the Arabic and English forms by several experts. Bilingual subjects served to explore the cross-language equivalence of the English and Spanish versions of the KUAS. The correlation between the total scores on both versions was .93, and the t value was .30 (n.s.), denoting good similarity. The Alphas and 4-week test-retest reliabilities were greater than .84, while the criterion-related validity was .70 against scores on the trait subscale of the STAI. These findings denote good reliability and validity of the S-KUAS. Factor analysis yielded three high-loaded factors of Behavioral/Subjective, Cognitive/Affective, and Somatic Anxiety, equivalent to the original Arabic version. Female (n = 210) undergraduates attained significantly higher mean scores than their male (n = 102) counterparts. For the combined group of males and females, the correlation between the total score on the S-KUAS and age was -.17 (p < .01). By and large, the findings of the present study provide evidence of the utility of the S-KUAS in assessing trait anxiety levels in the Spanish undergraduate context.

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