Index: Data Collection
Technology-Related Instruments
Page Contents
Computer Anxiety Rating Scale (CARS)
Harrison, A. and Rainer, K. (1992). The influence of individual differences on skill in end-user computing. Journal of Management Information Systems,9, 93-111.
Heinssen, R. K., Glass, C. R. and Knight, L. A. (1987). Assessing Computer Anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior (Vol. 3, pp. 49-59).
Chu, P. C. and Spires, E. E. (1991). Validating the Computer Anxiety Rating Scale: Effects of Cognitive Style and Computer Courses on Computer Anxiety. Computers in Human Behavior v7 n1-2 p7-21.
FEAR (0.85) Factor
1. I hesitate to use a computer for fear of making mistakes that I cannot correct. .71
2. I feel apprehensive about using computers. .68
3. I feel insecure about my ability to interpret a computer printout. .67
4. I have avoided computers because they are unfamiliar and somewhat intimidating to me. .64
5. It scares me to think that I could cause the computer to destroy a large amount of information by hitting the wrong key. .60
6. I have difficulty in understanding the technical aspects of computers. .57
7. You have to be a genius to understand all the special keys contained on most computer terminals. .52
8. I do not think that I would be able to learn a computer programming language. .46
9. I dislike working with machinces that are smarter than I am. .45
10. I am afraid that if I begin to use omputers I will become dependent upon them and lose some of my reasoning skills. .39
ANTICIPATION (0.84)
20. The challenge of learning about computers is exciting. .72
21. I am confident that I can learn computer skills. .65
22. I look forward to using computers on my job. .64
23. Learning to perate computers is like learning any new skill--the more you practice, the better you become. .63
24. If given the opportunity, I would like to learn about and use computers. .62
25. I am sure that with time and practice I will be as comfortable working with computers as I am in working with a typewriter. .57
26. Anyone can learn to use a computer if they are patient and motivated. .52
27. I fell computers are necessary tools in both educational and work settings. .49
28. I feel that I will be able to keep up with the advances happening in the computer field. .37
   
Computer Attitude Scale (CAS)
Harrison, A. and Rainer, K. (1992). The influence of individual differences on skill in end-user computing. Journal of Management Information Systems,9, 93-111.
Nickell, G. S. and Pinto, J. N. (1986). The computer attitude scale. Computers in Human Behavior, 2, 301-306.
Massoud, S. L. (1990). Factorial validity of a computer attitude scale. Journal of Research on Computing in Education (Vol. Spring 1990, pp. 290-299).
Pinto, J. N. and Others, A. (1985). Concurrent Validity Study of the Computer Attitude Scale (CAS).
Shashaani, L. (1993). Gender-Based Differences in Attitudes toward Computers. Computers and Education v20 n2 p169-81.
Woodrow, J. E. J. (1990). Locus of Control and Student Teacher Computer Attitudes. Computers and Education v14 n5 p421-32.
Woodrow, J. E. J. (1991). A Comparison of Four Computer Attitude Scales. Journal of Educational Computing Research v7 n2 p165-87.
Internal Consistency Reliability Coefficient ()
PESSIMISM (0.82) FACTOR
1. Soon our lives will be controlled by computers. .67
2. Computers turn people into just another number. .67
3. Computers are lessening the importance of too many jobs now done by humans. .61
4. People are becoming slaves to computers. .58
5. Computers are dehumanizing to society. .56
6. The overuse of computers may be harmful and damaging to humans. .52
7. Soon our world will be completely run by computers. .50
8. Computers will replace the need for working human beings. .42
9. Computers will never replace human life. .13
OPTIMISM (0.79)
10. Computers are bringing us into a bright new era. .68
11. The use of computers is enhancing our standard of living. .68
12. Life will be easier and faster with computers. .63
13. Computers are a fast and efficient means of getting information. .60
14. There are unlimited possibilities of computer applications that haven't even been thought of yet. .51
15. Computers are responsible for many of the good things we enjoy. .51
16. Computers can eliminate a lot of tedious work for people. .45
INTIMIDATION (0.86)
17. Computers make me uncomfortable because I don't understand them. .75
18. I feel intimidated by computers. .74
19. Computers intimidate me because they seem so complex. .73
20. Computers are difficult to understand and frustrating to work with. .65
   
COMPUTER SELF-EFFICACY SCALE
Harrison, A. and Rainer, K. (1992). The influence of individual differences on skill in end-user computing. Journal of Management Information Systems,9, 93-111.
Murphy, C. A., & Others, A. (1988). Assessment of Computer Self-Efficacy: Instrument Development and Validation, (report) .
Murphy, C., Coover, D., & Owen, S. (1989). Development and validation of the computer self-efficacy scale, Educational and Psychological Measurement, 49, 893-899.
Torkzadeh, G., & Koufteros, X. (1994). Factorial validity of a computer self-efficacy scale and the impact of computer training, Educational and Psychological Measurement, 54(3), 813-821.
Levels: I. Beginning Level Computer Skills
II. Advanced Level Computer Skills
III. Mainframe Computer Skills
Response Format: 1. very little confidence..............................................5. quite a lot of confidence
Murphy et al. 1989
1. Strongly Disagree.....................................................................5. Strongly Agree
Harrison & Rainer, 1992
Each item preceded by this phrase: "I feel confident."
Murphy produced a three-factor solution, Beginning, Advanced, and Mainframe (skills) = .97, .96, .92 respectively.
Torkzadeh & Koufteros produced a four-factor solution. .94, .96, .90, .91.
"Two items were considered less relevant to this study and were omitted. These items were (a) using the computer to analyze number data and (b) learning advanced skills within a specific program (software)." [I'll need to omit several items as well...] Four-factor solution explains 67.8% of the systematic covariance among the items. "The 30-item had a reliability of .96. The reliability (alpha) of each factor was as follows: Factor 1, Beginning Computer Skills = .94; Factor 2, Mainframe Computer Skills = .96; Factor 3, Advanced-Level Computer Skills = .90; and Factor 4, Computer File and Software Management = .91. Murphy's factor on advanced-level computer skills loaded on two factors here... (add factor 4). Tork at UTEP. Xen at Toledo.
"Harrison & Rainer (1992) reported an overall reliability coefficient of .95
for the instrument, but did not examine the construct validity."
NO STEM LEVEL LOADING
1. Working on a personal computer (microcomputer) beginning .75 .81
2. Getting software up and running beginning .73 .69
3. Logging onto a mainframe computer mainframe .88 .97
4. Working on a mainframe computer mainframe .83 .93
5. ?Using the user's guide when help is needed? missing in Murphy ? .61
6. Entering or saving data (numbers or words) into a file beginning .78 .85
7. Escaping/Exiting from the program/software beginning .89 .81
8. Logging off the mainframe computer system mainframe .86 .98
9. Calling-up a data file to view on the monitor screen beginning .72 .87
10. Understanding terms/words relating to computer hardware advanced .73 .84
11. Understanding terms/words relating to computer software advanced .62 .85
12. Handling a floppy disk correctly beginning .78 .66
13. Learning to use a variety of programs (software) advanced .56 .79
14. Learning advanced skills within a specific program (software) advanced .55
15. Making selections from an on-screen menu beginning .84 .82
16. Using computers to analyze number data advanced .35
17. Using a printer to make a "hard-copy" of my work beginning .80 .80
18. Copying a disk beginning .85 .84
19. Copying an individual file beginning .86 .77
20. Adding and deleting information from a data file beginning .91 .79
21. Moving a cursor around the monitor screen beginning .82 .84
22. Writing simple programs for the computer advanced .76 .58
23. Using the computer to write a letter or essay beginning .78 .87
24. Describing the function of computer hardware (keyboard, monitor, disk drives, computer processing unit) advanced .73 .76
25. Understanding the three stages of data processing: input, processing, output advanced .60 .76
26. Getting help for problems in the computer system advanced .55 .64
27. Storing software correctly beginning .77 .76
28. Explaining why a program (software) will or will not run on a given computer advanced .99 .65
29. Using the computer to organize information advanced .45 .70
30. Getting rid of files when they are no longer needed beginning .75 .81
31. Organizing and managing files beginning .52 .80
32. Troubleshooting computer problems advanced .81 .68
   
Computer Technologies Survey (CTS)
Ertmer, P. A., Evenbeck, E., Cennamo, K. S., & Lehman, J., D. (1994). Enhancing self-efficacy for computer technologies through the use of positive classroom experiences, ETR&D, 42(3), 45-62.
Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer Technologies in Teacher Education: The Measurement of Attitudes and Self-Efficacy., Journal of Research and Development in Education v27 n1 p35-41 Fall 1993.
Kinzie, M. B., & Delcourt, M. A. B. (1991). Computer Technologies in Teacher Education: The Measurement of Attitudes and Self-Efficacy.
Kinzie, M. B., & others. (1993). Computer Technologies: Attitudes and Self-Efficacy across Undergraduate Disciplines. (report).
Attitudes Toward Computer Technologies
1. I don't have any use for computer technologies on a day-to-day basis.* *
2. Using computer technologies to communicate with others over a computer network can help me to be more effective in my job.
3. I am confident about my ability to do well in a task that requires me to use computer technologies.
4. Using computer technologies in my job will only mean more work for me.*
5. I do not think that computer technologies will be useful to me in my profession.
6. I fell at ease learning about computer technologies.
7. With the use of computer technologies. I can create materials to enhance my performance on the job.
8. I am not the type to do well with computer technologies.*
9. If I can use word processing software, I will be more productive.
10. Anything that computer technologies can be used for, I can do just as well some other way.*
11. The thought of using computer technologies frightens me.
12. Computer technologies are confusing to me.*
13. I could use computer technologies to access many types of information sources for my work.
14. I do not feel threatened by the impact of computer technologies.
15. I am anxious about computer technologies because I don't know what to do if something goes wrong.*
16. Computer technologies can be used to assist me in organizing my work.
17. I don't see how I can use computer technologies to learn new skills.*
18. I feel comfortable about my ability to work with computer technologies.
19. Knowing how to use computer technologies will not be helpful in my future.
Word processing: I feel confident...
20. Using a word processing program to write a letter or report.
21. Accessing previous files with a word processing program.
22. Making corrections while word processing.
23. Formatting text (e.g.. Bold, underlining) while word processing.
24. Moving blocks of text while word processing.
25. Using the spelling checker while word processing.
26. Using the searching feature in a word processing program.
27. Printing out files I've written while word processing.
28. Saving documents I've written while word processing.
29. Renaming a word processing file to make a back-up copy.
Electronic Mail: I fell confident...
30. Logging on to e-mail.
31. Reading mail messages on e-mail.
32. Responding to mail messages on e-mail.
33. Deleting messages received on e-mail.
34. Sending messages on e-mail.
35. Sending the same mail message to more than one person on e-mail.
36. Responding privately to messages sent to more than one person on e-mail.
37. Forwarding messages received on e-mail.
38. Logging off e-mail.
CD-ROM Data Bases: I feel confident...
39. Using a data base on compact disc, such as ERIC, MedLine, Dialog, Science Citation Index, etc.
40. Selecting the right data base on compact disc for a specific topic.
41. Selecting search terms for a data base literature search.
42. Getting into a data base on compact disc and starting a literature search.
43. Using descriptors from a data base literature search to obtain new search items.
44. Using the print function in a data base search on compact disc.
   
General
Academic Self-Efficacy Scale (ASES)
also: school grade point average and any standardized tests given by school, and school attendance or discipline record
At-risk Identification Scale
Attitudes toward Computer Technologies (ACT)--assesses perceived usefulness of and comfort/anxiety with computer technologies. The second instrument
"Beliefs About Computers" Scale base on Ahl's Questionnaire Items
Career Attitude Scale
Generalized Expectancy for Success Scale (GESS)
Gressard and Loyd's "Computer Attitude Scale" (computer attitude scale)
Griswold's "Computer Use Questionnaire" (computer attitude scale)
Microcomputer Beliefs Inventory (MBI) that was designed to measure the self-efficacy and outcome expectancy beliefs of middle school students in grades six, seven, and eight toward computers.
Phi Delta Kappa At-risk Scale
Reece and Gable's "Attitudes toward Computers" (computer attitude scale)
see also Martinez & Bennett 1992; Massoud, 1990
Self-Efficacy for Computer Technologies
Self-Efficacy for Computer Technologies (SCT)--assesses perceived self-efficacy for computer technologies (word processing, electronic mail, and CD-ROM databases)
Stevens' "Computer Survey" (computer attitude scale)
The Drop-Out Alert Scale
The Self-efficacy Scale, which was developed to assess generalized self-efficacy expectations, consists of two subscales: general self-efficacy and social self-efficacy. The General Self-efficacy Subscale appears to be more useful than the Social Self-efficacy Subscale.
   
Validation of the Computer Self-Efficacy Sc
TORK'S Validation of the Computer Self-Efficacy Scale (CSE)
Harrison, A. and Rainer, K. (1992). The influence of individual differences on skill in end-user computing. Journal of Management Information Systems,9, 93-111.
Murphy, C. A., & Others, A. (1988). Assessment of Computer Self-Efficacy: Instrument Development and Validation, (report) .
Murphy, C., Coover, D., & Owen, S. (1989). Development and validation of the computer self-efficacy scale, Educational and Psychological Measurement, 49, 893-899.
Torkzadeh, G., & Koufteros, X. (1994). Factorial validity of a computer self-efficacy scale and the impact of computer training, Educational and Psychological Measurement, 54(3), 813-821.
1. Factor 1: Beginning Skills (alpha = .94)
1.1. Calling-up a data file to view on the monitor screen
1.2. Using the computer to write a letter or essay
1.3. Entering or saving data (numbers or words) into a file
1.4. Moving a cursor around the monitor screen
1.5. Making selections from an on-screen menu
1.6. Escaping/Exiting from the program/software
1.7. Working on a personal computer (microcomputer)
1.8. Using a printer to make a "hard-copy" of my work
1.9. Storing software correctly
1.10. Handling a floppy disk correctly
2. Factor 2: Mainframe Skills (alpha = .96)
2.1. Logging onto a mainframe computer system
2.2. Working on a mainframe computer
2.3. Logging off the mainframe computer system
3. Factor 3: Advanced Skills (alpha = .90)
3.1. Understanding terms/words relating to computer software
3.2. Understanding terms/words relating to computer hardware
3.3. Learning to use a variety of programs (software)
3.4. Understanding the three stages of data processing: input, processing, output
3.5. Describing the function of computer hardware (keyboard, monitor, disk drives, computer processing unit)
3.6. Using the computer to organize information
3.7. Troubleshooting computer problems
3.8. Getting help for problems in the computer system
3.9. Using the user's guide when help is needed (5)
3.10. Writing simple programs for the computer
4. Factor 4: File and Software Skills (alpha = .91)
4.1. Copying a disk
4.2. Getting rid of files when they are no longer needed
4.3. Organizing and managing files
4.4. Adding and deleting information from a data file
4.5. Copying an individual file
4.6. Getting software up and running
4.7. Explaining why a program (software) will or will not run on a given computer
5. BELOW NOT USED BY TORK...
5.1. Using computers to analyze number data
5.2. Learning advanced skills within a specific program (software)
   
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