Motivational influences on computer-related affective states |
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| Affiliation: | 1. Department of Physics, Shanghai University, Shanghai 200444, China;2. Institute of Low-dimensional Carbons and Device Physics, Shanghai University, Shanghai 200444, China;3. Department of Applied Chemistry, Meijo University, Nagoya 468-8502, Japan;4. Materials Genome Institute (MGI), Shanghai University, Shanghai 200444, China;1. Division of Health Policy & Management, School of Public Health, University of Minnesota, Minneapolis, MN, USA;2. College of Nursing and Health Professions, Drexel University, Philadelphia, PA, USA;3. Cecil G. Sheps Center for Health Services Research and Schools of Social Work and Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA;1. College of Automation, Nanjing University of Posts and Telecommunications, Nanjing 210003, PR China;2. Department of Computer Information and Cyber Security, Jiangsu Police Institute, Nanjing 210031, PR China;1. Department of Surgery, New York University School of Medicine/Bellevue Hospital, New York, New York;2. MetroPlus Health Plan, Health and Hospitals Corporation, New York, New York;1. Department of Psychology and Speech Pathology, Curtin University, Australia;2. Department of Physical Education and Sport Science, Aristotle University of Thessaloniki, Greece;3. Department of Physical Education, University of Memphis, USA;1. Hematology/Oncology, Keesler Medical Center, Keesler Air Force Base, Biloxi, MS;2. Department of Pathology, Keesler Medical Center, Keesler Air Force Base, Biloxi, MS;3. United States Army Institute of Surgical Research, Uniformed Services University, Joint Base San Antonio-Fort Sam Houston, San Antonio, TX |
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| Abstract: | Previous studies have established the importance of computer-related affective variables in predicting user satisfaction, frequency of use, and students academic performance. This study examined the effects of motivation to learn to use computers, and previous experience with computers on three computer-related affective states: anxiety, attitudes, and self-efficacy. Participants included 59 male and 52 female university and college students enrolled in introductory computer programming and fundamental courses. Gender differences were found in previous experience with computers, as well as most of the motivation, and all of the affective variables. A path analysis was used to further investigate these relations and to examine their effect on academic performance in introductory computer classes. Results supported the theoretical model, with some modifications. Gender differences in structure were negligible. Finally, students were grouped according to reasons for taking the course: intrinsic, extrinsic, or both. Significant differences among the three groups were found for six of the 10 variables, in all cases favoring an intrinsic motivational orientation. |
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