هراس از کامپیوتر و خودکارآمدی رایانه: ارتباط آن با استفاده دانشجویان دوره کارشناسی از امکانات رایانه دانشگاه

Extensive development in universities’ provision of computer facilities may have negative consequences for students prone to computer avoidance. In the present study, undergraduates (N = 363) completed self-report measures on computer phobia and self-efficacy. Results demonstrate that many students follow previous trends by continuing to report levels of computer phobia within the higher parameters of self-report measures. Students who reported either high computer phobia or low computer self-efficacy were less likely to maximise their use of university computer facilities. Moreover, a range of background measures – initial computer experience, regular home use, successful completion of a computer course and introductory tutor’s characteristics – all impacted statistically on self-report responses. Results are discussed with reference to the increasing responsibility placed on students to acquire ICT skills.

Breen, Lindsay, Jenkins, and Smith (2001) have observed that as a result of employer demands, universities have been pressurised to compete with each other by providing greater access to ICT resources. Computer use at university may entail the basic use of the library catalogue, accessing electronic journals and conducting key word searches to avail of up-to-date research material, as noted by one university in their Stepping Stones (2001) document. However, it should not necessarily be concluded that all students who are dilatory in their approach to computers are computer phobic, for they may lack interest or motivation, or may not value computing to the same degree as other learning activities. Neither should it be assumed that all students who maximise computing opportunities also learn to co-ordinate and integrate this practice with other key skills.

It can be seen by reference to Table 1 that a substantial minority of students (approximately 20%) can be designated as moderate to highly computer phobic as evidenced by the CARS and CTS cut off points. However, if the low computer phobia parameters are included then the figures rise to 33% for CARS and 41% for CTS. These percentages are consistent with the trends reported in previous findings in studies conducted with student samples (e.g., Weil & Rosen, 1995). It therefore appears from students’ own self-reported responses that some may experience inhibition in their approach to computers. However, it is difficult to ascertain what percentage of computer activity is dedicated to personal use and fun (e.g., through email and WWW), and how much is devoted to use associated with academic activity. It may be even more difficult to ascertain if the use of computers associated with academic activity invariably translates into quality learning and enhanced achievement.