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Journal of Computing in Higher Education

, Volume 31, Issue 3, pp 626–642 | Cite as

Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments

  • Yu-Chun KuoEmail author
  • Brian R. Belland
Article
  • 87 Downloads

Abstract

This study was conducted to investigate the relationship between African American adult students’ computer, Internet, and academic self-efficacy, and their attitudes toward computers, in technology-supported environments. The study examined whether computer and Internet self-efficacy differed between students with high and low levels of user attitude and computer anxiety. Correlations between academic self-efficacy and computer and Internet self-efficacy were also explored. Participants included adult students who were enrolled in face-to-face and online courses at a university in the southern United States. Quantitative approaches (i.e., MANOVA, correlation, and regression) were used to analyze the collected data. Results indicated that adult students showed a higher level of confidence in performing basic computer or software skills and Internet browsing actions in comparison to advanced computer skills or Internet tasks (e.g., tasks related to encrypting/decrypting and system manipulation). Computer and Internet self-efficacy significantly differed between learners with high and low levels of attitudes toward computers. Positive correlations were found between computer self-efficacy, Internet self-efficacy, and academic self-efficacy. Both computer self-efficacy and Internet self-efficacy were significant predictors of academic self-efficacy.

Keywords

Computer self-efficacy Internet self-efficacy Academic self-efficacy African American students Digital technology 

Notes

Compliance with ethical standards

Conflict of interest

The authors declare that they have no competing interests.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Science, Technology, Engineering, Art, and Math EducationRowan UniversityGlassboroUSA
  2. 2.Educational Psychology, Counseling, and Special EducationPennsylvania State UniversityUniversity ParkUSA

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