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

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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.

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  1. Department of Science, Technology, Engineering, Art, and Math Education, Rowan University, 201 Mullica Hill Rd, Glassboro, NJ, 08028, USA

    Yu-Chun Kuo

  2. Educational Psychology, Counseling, and Special Education, Pennsylvania State University, 106 CEDAR Building, University Park, PA, 16802, USA

    Brian R. Belland

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Kuo, YC., Belland, B.R. Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments. J Comput High Educ 31, 626–642 (2019). https://doi.org/10.1007/s12528-019-09212-3

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