AN INVESTIGATION INTO THE RELATIONHISP BETWEEN GENDER PERCEPTION OF COMPUTING, COMPUTER SELF-EFFICACY, AND COMPUTER ANXIETY: A COMPARISON STUDY BETWEEN CHINESE FEMALES AND AMERICAN FEMALES

It is believed that the perception that computing is a male domain has discouraged American women to participate in computing fields. Like the U.S., computing is also dominated by men in China. However, unlike the U.S., information technology is ranked the highest compared with other industries in term of career choices for Chinese female university graduates. This study investigates how computer anxiety and computer self-efficacy influence gender perception toward computing of Chinese female in comparison to American female. One of the findings indicated computer anxiety directly impacts gender perception toward computing of females in both cultures.Gender Perception, IT, Computer Self-efficacy, Computer Anxiety, China

The reduction of computer anxiety: its relation to relaxation training, previous computer training, achievement and need for cognition

This study examined computer anxiety and its relationship to four areas: computer literacy training, relaxation exercises, achievement and the personality variable need for cognition. Subjects were college students in a semester long computer literacy course that was part of a teacher preparation program. Computer anxiety was measured using the Computer Anxiety Index (CAIN). The CAIN was taken by students at three times in the semester, at the beginning of the course, after six weeks, and at the end of the course. Need for cognition was measured using the Need for Cognition Scale and it was taken by students during the second week of the class. Achievement was assessed using grades assigned in the class;From the data gathered in this study, there was evidence found that supported the position that computer literacy training was an effective means for reducing computer anxiety, however, computer anxiety was not reduced during the first six weeks of the semester long computer literacy course. A significant, but weak relationship between the personality variable need for cognition, and reduction of computer anxiety was also discovered. Last, this study found that the relationship between computer anxiety and achievement in a computer literacy course was more strongly related to postcourse computer anxiety than it was to precourse computer anxiety

Understanding Teachers’ Computer Anxiety

The rapid development of ICT has impacted language education in such a way that teachers are required to be proficient in computer technology. However, there is a fact that many teachers still experienced computer anxiety which can hinder the teachers in achieving the proficiency level required. This study aimed at finding explanations about computer anxiety experienced by English teachers in Indonesian context. 32 English teachers from Salatiga were given a questionnaire adapted from Koltrik and Redmann (2009)’s questionnaire to measure their level of computer anxiety. Subsequently, 14 of the participants who have moderate to very high anxiety were interviewed. The result of the studies shows that the teachers experienced computer anxiety with various psychological and physical symptoms. The computer anxiety was caused by four categories of factors namely social matter, psychological matter, teachers’ ability and technical matters. The study also revealed that the teachers had thought of strategies to cope with the computer anxiety. They are alternative action, social solution, individual preparation, self-motivation, and facility provision. The findings of the study is expected to be useful for those who wish to understand more about computer anxiety and those who are struggling with computer anxiety

The relationship between computer anxiety, personality and organisational effectiveness.

This study focuses on the relationship between computer anxiety, personality and organisational effectiveness. In the past, there have been a vast array of studies conducted around these three variables. However, there has not been a study that encompasses all three together in one piece of research. The current study serves the purpose of filling a gap in the literature by examining the relationship between computer anxiety and two organisational effectiveness variables, that being; job satisfaction and intention to leave. This study also examines personality in terms of how it may act as a moderating variable between computer anxiety and the two organisational effectiveness variables. Computer anxiety was assessed using the ‘Computer-Anxiety rating Scale (CARS)’ developed by Rosen and Weil (1992). Three of the Big Five dimensions of personality (extraversion, neuroticism and openness to experience) were assessed using an adapted version of the ‘Big Five Inventory (BFI)’ created by John, Donahue and Kentle (1991) (as cited in John and Srivastava, 1999). Job satisfaction was assessed using the ‘Facet Satisfaction Scale’ scale developed by O’Driscoll and Randall (1999), whereas intention to leave was assessed using the ‘Turnover Intentions Scale’ developed by O’Driscoll and Beehr (1994). The sample was comprised of 223 individuals from three separate South African organisations. It was concluded that there was an inverse negative relationship between computer anxiety and intention to leave. Furthermore, there was a weak negative relationship between computer anxiety and openness to experience, as well as a weak positive relationship between computer anxiety and neuroticism. Finally, it was established that there was a weak negative relationship between neuroticism and job satisfaction, as well as a weak positive relationship between neuroticism and intention to leave. Based upon the results of the study at hand, none of the three personality dimensions moderated the relationship between computer anxiety and either of the two organisational effectiveness variables

Does Training Reduce Computer Anxiety?

This study uses a modified version of the Computer Anxiety Rating Scale (CARS) (Heinnsen, Glass, & Knight, 1987) to longitudinally analyze levels of student anxiety over time. We predict that computer anxiety will behave as a transitory state (Spielberger, 1970) that will respond favorably to interventions. Specifically, we predict that levels of computer anxiety will decrease after students in an introductory computer applications course complete assignments and receive training using personal productivity software tools. Further, we also plan to analyze gender differences in levels of computer anxiety. We propose that women will experience higher levels of computer anxiety than men both before and after training. We have already collected data and plan to statistically test our hypotheses and draw conclusions based on the results obtained

Determinants Of Computer Anxiety In Business Students

An empirical study was performed to identify significant determinants of computer anxiety among business students.  The results indicate that there are significant differences in computer anxiety levels among students with different academic majors, among students that have taken a different number of computer courses, and among students that have learned a different number of software applications or programming languages.  The study found no significant difference in computer anxiety between male and female students, contrary to earlier studies.  In fact, female students had an overall lower level of computer anxiety than did their male counterparts

Computer anxiety in an introductory computer course by Keirsey temperament styles, age, gender, and computer experience

The purpose of the current study was to determine whether or not a significant relationship existed between students\u27 temperament styles and their degree of computer anxiety. This study sought to determine whether or not temperament style, age, gender, or computer experience significantly affected computer anxiety as measured by Getting\u27s (1983) Computer Anxiety Scale (COMPAS). Three research instruments were administered during this study a demographic survey, the Myers-Briggs Type Indicator (MBTI), and the Computer Anxiety Scale (COMPAS). The Myers-Briggs Type Indicator (MBTI) was used to ascertain the student\u27s MBTI preference and temperament styles were derived from these preferences. The Computer Anxiety Scale (COMPAS) was used to ascertain the student\u27s general computer anxiety level. Ninety-four (54.97%) of the respondents were female and 77 (45.03%) were male. Eleven (6.43%) of the respondents were 18 or younger, 116 (67.83%) 19 to 21, 33 (19.29%) 22 to 26, 9 (5.26%) 27 to 35, and 2 (1.19%) were 36 or older. Of the respondents, 153 (89.47%) had access to a computer at home, while 18 (10.53%) did not have the same computer access. Six (3.51%) of the respondents had less than one year of computer experience, 24 (14.04%) had one to two years, 53 (30.99%) had three to five years, and 88 (5. 46%) had more than five years. Fifty-four (31.58%) of the respondents were Guardians, 22 (12.87%) Rationals, 41 (23.98%) Artisans, and 54 (31.57%) Idealists The average raw score as measured by the Computer Anxiety Scale (COMPAS) was 102 (M = 101.96, SD = 29 59). The study found that no significant difference existed among age or temperament style and degrees of computer anxiety. The study did find a significant difference between computer experience and degrees of computer anxiety (F = 16.922, p \u3c 001) The study also found a significant difference between gender and degrees of computer anxiety (F = 4.376, p = 038)