Some factors in the development of self-efficacy beliefs for computer use among teacher education students

Albion, Peter ORCID: https://orcid.org/0000-0001-7911-5537 (2001) Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher Education, 9 (3). pp. 321-347. ISSN 1059-7069

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Abstract

The self-efficacy for computer use of teacher education students was measured at the beginning of their course and again following a semester in which some students had completed computer courses. At both pretest and posttest the amount of time spent using computers was the factor that contributed most to the variance in self-efficacy for computer use. The influences of other factors such as personal ownership of computers and completion of computing courses appeared to be exerted through effects on levels of use. Strategies are suggested through which teacher educators might seek to increase self-efficacy of students by encouraging computer use.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited:	11 Oct 2007 01:13
Last Modified:	02 Jul 2013 22:46
Uncontrolled Keywords:	self-efficacy, computer, teacher education
Fields of Research (2008):	13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
Fields of Research (2020):	39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology
URI:	http://eprints.usq.edu.au/id/eprint/2694

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