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Some Factors in the Development of Self-Efficacy Beliefs for Computer Use Among Teacher Education Students
Article

, University of Southern Queensland, United States

Journal of Technology and Teacher Education Volume 9, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

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.

Citation

Albion, P.R. (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), 321-347. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved June 25, 2019 from .

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