Computer Efficacy (2001)

Page Contents

A      B      C      D      E      F      Footer      G      H      J      K      L      M      N      O      P      R      S      T      W      Z

A

Abdal-Haqq, I. (1998). Professional Development Schools: Weighing the Evidence., 99p. This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of marginalized or vulnerable learners; merging with other reform initiatives; and meeting time and financing challenges. Data come from mainstream and fugitive sources, including student interviews and followup studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Chapter 1 examines features and practices characterizing initial teacher preparation and professional development for teachers in PDS's, considering the impact of teacher development on participants. Chapter 2 examines activities, characteristics, and outcomes of PDS programming that target student achievement, discussing inquiry in PDS's and inquiry about PDS effectiveness. After summarizing major concepts that define teaching and learning in PDS's, the chapter describes programs that attempt to implement practices reflecting these concepts and themes. Chapter 3 examines problems of time and financing in PDS's, exploring additional fiscal and human resources necessary to start up and sustain them. Chapter 4 summarizes the benefits of parent involvement, integrated services, and technology infusion, examining the extent to which PDS programming incorporates them. Chapter 5 describes the extent to which equity of diversity-related programming and practices in PDS's reflects unequal power relationships between and within schools and universities and between historically dominated groups and schools, universities, and society. (Contains 149 references.) (SM) ED415226

B

Bernhard, J. K., & Siegel, L. S. (1994). Increasing Internal Locus of Control for a Disadvantaged Group: A Computer Intervention., Computers in the Schools, 11, 1, 59-77. Discussion of locus of control (LOC), gender, and mathematics and technical subjects focuses on a study of preschool girls and boys that investigated the effects of a LOGO program on efficacy and LOC. Highlights include treatment of experimental and control groups; gender differences; parent questionnaires; and pretests and posttests. (69 references) (LRW) EJ501675

Blosser, P. E., Ed., & Helgeson, S. L., Ed. (1990). National Association for Research in Science Teaching Annual Conference Proceedings (63rd, Atlanta, Georgia, April 8-11, 1990). Abstracts of Presented Papers., 199p. This document contains the abstracts of most of the papers, symposia, and poster sessions presented at the 63rd Annual Conference of the National Association for Research in Science Teaching (NARST). Subject areas addressed include teacher preparation; informal settings; cognitive models; classroom practices; teaching methods; student learning; teacher beliefs; microcomputers; elementary science; cooperative learning; teacher knowledge; visual learning; science instruction; science curriculum; self-efficacy; problem solving; gender; teacher programs; student thinking; research in Norway, Costa Rica, Taiwan, and Africa; science/technology/society; individual differences; electronic learning; cognitive test development; cognitive change; teacher development; and attitudes. (KR) ED335235

Borchers, C. A., & Others, A. (1992). A Staff Development Model to Encourage the Use of Microcomputers in Science Teaching in Rural Schools., School Science and Mathematics, 92, 7, 384-91 Nov. Documents and evaluates effects of inservice teacher education on rural-school teachers' behaviors and beliefs about microcomputers in science teaching. Describes the ENLIST Micros training program and the beliefs, behavior, and evaluation instruments utilized. Results indicated significant changes in teachers' beliefs toward and use of microcomputers in science instruction. (36 references) (MDH) EJ458184

Bradshaw, R. A. (1995). Delivery of Career Counseling Services: Videodisc & Multimedia Career Interventions: ERIC Digest. Over one-third of high school students in Canada are dropping out of school. However, the advent of multimedia computer technology has increased the potential of career interventions, particularly for at-risk youth. This digest describes such a program entitled Knowledge for Youth About Careers (KYAC). KYAC is based on attribution change theory and self-efficacy theory. Its video scenes model career development skills like information interviewing, networking, and other strategies. In KYAC, students select one of two main characters and then follow the character as he or she ages from 17 to 28 years old by touching their chosen character's face on the computer screen. During scenes, the action stops at key points and small graphic "thought balloons" appear on the screen so as to enhance user identification with characters. Users will actively seek the information in the thought balloons. Approximately two and a half hours of interaction time is available in the main character decision sequences. In addition, 32 hours of classroom and workshop activities reinforce and provide more personal application of the skills. Some 275 youth were used to evaluate the KYAC program; it was found that students sought better ways to resolve problems with learning, math, reading, and other skills and that they discovered good reasons to finish high school, among other findings. (RJM) ED414516

Bruckman, A. (1998). Digital Perfection., Technology Review, 100, 9, 60-61 Jan-Feb. Children are under constant pressure to excel, and the computer could be intensifying this pressure, fostering a generation who will never live up to their own expectations. This article argues that the solution is not to get rid of computers but to put less pressure on children, to encourage their interests but not expect them to be perfect. (PEN) EJ558496

Buhendwa, F. M. (1996). Preservice Teachers' Computer Literacy: Validation of an Instrument To Measure Self-efficacy for Computer-based Technologies., 67p. Instruments used in a study by M. B. Kinzie and M. A. Delacourt (1991), the Attitude towards Computer Technologies (ACT) and the Self-efficacy for Computer Technologies (SCT), assess preservice teachers' perceived usefulness of and comfort level with specific computer technologies. This study uses a population confirmed to be similar to that used by Kinzie and Delacourt and a similar two- pronged approach to study the evaluation of teacher education programs that are implementing specific computer literacy content. Data were obtained from students across courses and over three semesters in a representative teacher education program in a small private liberal arts college. In all, 58 students were assessed using a single computerized instrument, the Computer Confidence/Self- efficacy Scale that combines features of both previous instruments. Data reveal that the Computer Confidence/Self-efficacy Scale is a highly reliable instrument for measuring the levels of confidence of preservice teachers under the conditions of a teacher education program. The instrument must be interpreted under the assumptions of a construct of computer confidence that consists of general computer confidence and efficacy and specific computer competence and efficacy as identified in the course focus. Appendixes present the scale itself, significant group differences by selected group variables, and bar graphs of the mean scores for specific categories. (Contains 14 tables, 5 appendix tables, 6 appendix figures, and 25 references.) (SLD) ED404355

Burroughs-Lange, S. G., & Lange, J. (1993). Denuded Data Grounded Theory Using the NUDIST Computer Analysis Program: In Researching the Challenge to Teacher Self-Efficacy Posed by Students with Learning Disabilities in Australian Education., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). This paper evaluates the effects of using the NUDIST (Non-numerical, Unstructured Data Indexing, Searching and Theorising) computer program to organize coded, qualitative data. The use of the software is discussed within the context of the study for which it was used: an Australian study that aimed to develop a theoretical understanding of the challenge that students who fail to learn pose for neophyte teachers' images of effectiveness. The potential for interacting with the data during the process of creating and collapsing categories into more over-arching theoretical constructs is considered as it relates to NUDIST's procedural and structural influence on eventual analytical outcomes. Topics covered in the paper include: (1) the aims and processes of qualitative analysis; (2) the computer as a tool in qualitative analysis; (3) NUDIST in qualitative analysis; and (4) examples of using NUDIST to theorize in the self-image study. A description of NUDIST and a description of the study for which it was used are appended. (Contains 14 references.) (KRN) ED364193

Busch, T. (1995). Gender Differences in Self-Efficacy and Attitudes toward Computers., Journal of Educational Computing Research, 12, 2, 147-58. Investigates gender differences in computer use among 147 college students. Students completed a questionnaire designed to measure self-efficacy, computer anxiety, computer liking, and computer confidence. Results indicate gender differences in perceived self-efficacy in word processing and spreadsheet software. No gender differences were found in attitudes or self-efficacy in simple computer tasks. (Author/AEF) EJ503531

C

Carlson, R. D., & Grabowski, B. L. (1992). The Effects of Computer Self-Efficacy on Direction-Following Behavior in Computer Assisted Instruction., Journal of Computer-Based Instruction, 19, 1, 6-11 Win. Describes a study that was conducted to investigate the relationship between direction-following behavior and computer self-efficacy, participation in military training programs, and gender. Measurement instruments are described, implications of the results for instructional design are discussed, and recommendations for further research are suggested. (17 references) (LRW) EJ443333

Champagne, M. V. (1998). Dynamic Evaluation of Distance Education Courses., 9pp. In: Distance Learning '98. Proceedings of the Annual Conference on Distance Teaching & Learning (14th, Madison, WI, August 5-7, 1998); see IR 018 976. This paper focuses on the Interactive and Distance Education Assessment (IDEA) laboratory, an assessment system developed by psychology students and faculty at Rensselaer Polytechnic Institute (New York) that incorporated learning styles, teaching styles, and other measures of individual difference into the evaluation of interactive and distance learning. Learning styles and their relevance to research on distance education are discussed, and the following five individual difference measures are described: self-efficacy; positive affect; locus of control; the Learning Style Inventory (LSI); and the Work Preference Inventory. Development of two versions of the IDEA system (i.e., a World Wide Web version and an Intranet version created in LotusNotes) is summarized. Preliminary results of a pilot study that incorporated learning style measures with the technology developed to deliver evaluation instruments are presented; satisfaction surveys and the LSI were delivered via the IDEA system to employees of an international company who participated in a distance education course on accounting and managerial finance topics. A copy of the satisfaction survey is included. (Contains 11 references.) (DLS) ED422847

Chou, H.-W. (2000). The Effects of Training Method and Individual Differences on Learning Performance and Computer Self-Efficacy in WWW Design Training., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 9. This study compared the effects of two training methodsinstruction-based and behavior modelingon learners' computer self-efficacy and performance in World Wide Web home page design. A field experiment was conducted with two classes of 10th grade students. Results indicated that the behavior modeling training method yielded consistently superior performance and higher computer self-efficacy as compared with the instruction-based approach. However, results also showed that gender and learning style played critical roles in training method effectiveness. In terms of performance, results showed male students as benefiting more from the instruction-based approach and female students more from the behavior modeling conditions. For self-efficacy, results showed females gaining more from the instruction and males benefiting more from behavior modeling approaches. (Contains 40 references.) (AEF) ED443407

Christoph, R. T., Schoenfeld, G. A., Jr., & Tansky, J. W. (1998). Overcoming Barriers to Training Utilizing Technology: The Influence of Self- Efficacy Factors on Multimedia-Based Training Receptiveness., Human Resource Development Quarterly, 9, 1, 25-38 Spr. College students (n=164) who received multimedia instruction were compared with 231 controls. Higher levels of both existing self-efficacy about multimedia use and self-efficacy developed through training were significantly related to perceptions that multimedia instruction is more effective. (SK) EJ560477 This document is NOT available from the EDRS (EDRS).

Clement, R. W., & Others, A. (1997). A Computerized Demonstration of the False Consensus Effect., Teaching of Psychology, 24, 2, 131-35. Replicates a classic psychology laboratory experiment where students either endorsed or refuted personal statements and estimated how other people would respond. Students always overestimated an affirmative response on the statements they endorsed, thus illustrating the false consensus effect. Includes a list of the statements and statistical correlations with other variables. (MJP) EJ549842

D

Decker, C. A. (1999). Technical Education Transfer: Perceptions of Employee Computer Technology Self-Efficacy., Computers in Human Behavior, 15, 2, 161-72 Mar. This study investigated influences on employee self-efficacy of computer technologies resulting from computer-training programs that were intended to meet individual and organization objectives for university personnel. Influences on the transfer of training process included previous computer training, computer-use requirements, computer-use frequency, home computer- use, and training responsibility. Contains 30 references. (Author/LRW) EJ593471 This document is NOT available from the EDRS (EDRS).

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, 27, 1 p35-41. Describes the development of two instruments for use with preservice and practicing teachers: Attitudes toward Computer Technologies and Self-Efficacy for Computer Technologies. Graduate and undergraduate students completed the instruments. Results provide initial instrument validation. The paper presents data on content validity and results of exploratory analysis exmining predictors of self-efficacy. (SM) EJ478568

E

Enochs, L. G., & Others, A. (1993). The Development and Partial Validation of Microcomputer Utilization in Teaching Efficacy Beliefs Instrument in a Science Setting., This material is based upon work supported by the National Science Foundation (Grant No. TPE 8851003). Any opinions, findings, and conclusions in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation. Presents a study to develop and partially validate an instrument to measure the self-efficacy beliefs of teachers related to utilizing microcomputers in science instruction. The resulting instrument contained two subscales: the Outcome Expectancy and Personal Self Efficacy Scales. Appendices include the instrument and scoring instructions. (17 references) (MDH) EJ463116

Ertmer, P. A., & Others, A. (1994). Enhancing Self-Efficacy for Computer Technologies through the Use of Positive Classroom Experiences., Educational Technology Research and Development, 42, 3 p45-62. Describes a study of undergraduates completing electronic mail and word processing tasks that investigated the effects of experience on attitudes toward computers and judgment of confidence, or self-efficacy. Use of the Computer Technologies Survey is discussed, and treatment of experimental and control groups is described. Survey instrument and results are included. (27 references) (LRW) EJ493374

Ertmer, P. A., & Schunk, D. H. (1997). Self-Regulation during Computer Skills Learning: The Influence of Goals and Self- Evaluation., 19pp. Paper presented at the Annual Meeting of the American Education Research Association (Chicago, IL, March 24-28, 1997). This study examined the effects of goalssuch as denoting learning and performance outcomesand self-evaluation on the acquisition of computer skills, efficacy in performing computer tasks, perception of competence for the use of self-regulatory strategies, and frequency of strategy use while learning computer skills. Subjects were 44 college students enrolled in an "Introduction to Computers in Education" course. Subjects' learning goal was the use of specific HyperCard tasks, and their performance goal was to do their best at the tasks. Results showed that when goals are combined with self-evaluation of progress, the students' perception of efficacy and competency for the use of self-regulatory strategies when learning computer skills was raised, and the frequency of strategy use increased. This combination, however, did not lead to a significant increase in other outcome measures. There were no definite results for self- evaluation. (AS) ED408023

F

Faseyitan, S. O., & Hirschbuhl, J. (1992). Computers in University Instruction: What Are the Significant Variables that Influence Adoption?, Interactive Learning International, 8, 3, 185-94 Jul-Sep. Describes a study that examined the effects of personal attributes, organizational factors, and attitudinal factors on the adoption of computers for instruction by university faculty. Results are reported which indicate that the technological orientation of the faculty's discipline, computer self-efficacy, computer utility beliefs, and attitude toward computers are predictors of adoption. (37 references) (LRW) EJ450337

Footer

Updated: Thursday, May 23, 2002

G

Garcia, T., & Pintrich, P. R. (1991). Student Motivation and Self-Regulated Learning: A LISREL Model., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). An attempt was made to build a structural model of the relationships over time among intrinsic motivation, self-efficacy, and self-regulated learning. Structural equation modeling using the LISREL computer program was used. The presented model put the motivational constructs of intrinsic motivation and self- efficacy as temporally preceding self-regulated learning (defined as a behavioral constellation of monitoring, elaboration, and effort management strategies). Intrinsic motivation at the beginning of a college semester (Time 1) was conceptualized as directing behaviors and sense of efficacy; strategic behaviors were considered to influence both motivational constructs at the end of a college semester (Time 2). The results of a study with 367 college students who completed measures of motivational beliefs and strategies (the Motivated Strategies for Learning Questionnaire) indicate that intrinsic motivation and self-efficacy had substantial effects on self-regulated learning, and intrinsic motivation had a strong effect on self-efficacy. While self-regulated learning at Time 1 had a small positive effect on intrinsic motivation at Time 2, self-regulated learning had no effect on self-efficacy at Time 2. The results suggest that an orientation to learning and mastery results in higher levels of efficacy and deeper cognitive engagement. A subject's belief in his or her capabilities was more likely to lead to higher levels of self-regulated learning. Four tables and one figure illustrate the discussion. (Author/SLD) ED333006

George, G., & Camarata, M. R. (1996). Managing Instructor Cyberanxiety: The Role of Self-Efficacy in Decreasing Resistance to Change., Educational Technology, 36, 4, 49-54 Jul-Aug. Discussion of educational technology innovations focuses on some of the behavioral challenges facing the drive toward multimedia instruction and suggests a method by which instructor resistance to technological change can be lessened or eliminated based on the concept of self-efficacy. A typology of instructors is explained. (Author/LRW) EJ528023

H

Harrison, A. W., Rainer, R. K., Jr., Hochwarter, W. A., & Thompson, K. R. (1997). Testing the Self-Efficacy-Performance Linkage of Social-Cognitive Theory., Journal of Social Psychology, 137, 1, 79-87 Feb. Briefly reviews Albert Bandura's Self-Efficacy Performance Model (ability to perform a task is influenced by an individual's belief in their capability). Tests this model with a sample of 776 university employees and computer-related knowledge and skills. Results supported Bandura's thesis. Includes statistical tables and a discussion of related literature. (MJP) EJ551274

Haugland, S. (1996). Enhancing Children's Sense of Self and Community through Utilizing Computers., Early Childhood Education Journal, 23, 4, 227-30 Sum. Argues that computers in early childhood classrooms serve to raise young children's self-esteem, self-concept, and place in the classroom community. Provides examples of specific computer exercises including storytelling, journals, autobiographies, classroom data collection and recording, and classroom activities. Notes that these computer activities enhance self-knowledge and expression. (SD) EJ528149

Hesse, B. W., & Grantham, C. E. (1991). Electronically Distributed Work Communities: Implications for Research on Telework., Electronic Networking: Research, Applications and Policy, v1, 1, 4-17. Describes the concept of telework, or telecommuting, and its influence on the electronic community and organizational structures. The electronically distributed organization is discussed, and implications for research on telework are suggested in the areas of privacy regulation, self-efficacy, temporal aspects of employee behavior, communication patterns, and organizational effectiveness. (64 references) (LRW) EJ436226

J

Jacobsen, D. M. (1998 Length: 9 Page(s); 1 Microfiche). Adoption Patterns of Faculty Who Integrate Computer Technology for Teaching and Learning in Higher Education., In: ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998); see IR 019 307. This paper reports on research that builds and extends a diffusion of innovations framework and adopter categories in order to accurately reflect and describe faculty innovativeness with technology for teaching and learning. A World Wide Web-based survey was used to collect information from 76 faculty members from across disciplines at two major North American universities regarding technology use patterns, computer experience, use of technology for teaching, general self-efficacy, changes to teaching and learning, incentives, and barriers. Data were analyzed for the differences between early adopters and mainstream faculty, the rate of adoption of educational technology by faculty, resulting changes to the teaching and learning environment, the incentives and barriers to integrating technology, preferred methods for learning about technology, and methods for evaluating the outcomes of integration. One figure presents the continuum of innovativeness; tables present data on changes to teaching and learning, and rates of agreement with statements about changes to postsecondary teaching and leaning, incentives, and barriers to integration. Contains 27 references. (Author/DLS) ED428675

Jay, C., & Blackerby, C., B. (1998). Hope Is Not a Method: How Instructional Strategies and Technologies for the Learning Disabled Can Benefit Traditional Learners., 14p. Distance learning educators utilize techniques formerly designed for students with learning disabilities (LD) to enrich the experience of distance education students. Both LD and distance learners suffer from "learned helplessness"an inability to set realistic goals and a limited perception of the rewards of education. These problems, coupled with the transactional distance felt by learners in distance education, create a need for new teaching strategies that benefit both LD and distance learners. Faculty must become more aware of how to utilize technology to improve student learning experience and realistically plan courses that include more hands-on activities. Instructors should also create conditions where students have equal access to technology that is not too difficult to operate. In addition, multimedia resources must be integrated into the course and evaluated to address the needs of both LD and distance education students. Colleges should no longer assume that only students with learning disabilities benefit from adaptive technology applications. New technologies and teaching strategies initially designed for the learning disabled also have a positive impact on the learning experience of both traditional and nontraditional students. Contains 23 references. (YKH) ED416919

Johnson, D. M., Ferguson, J. A., & Lester, M. L. (1999). Computer Experiences, Self-Efficacy and Knowledge of Students Enrolled in Introductory University Agriculture Courses., Journal of Agricultural Education, 40, 2, 28-37. Of 175 freshmen agriculture students, 74% had prior computer courses, 62% owned computers. The number of computer topics studied predicted both computer self-efficacy and computer knowledge. A substantial positive correlation was found between self-efficacy and computer knowledge. (SK) EJ596564 This document is NOT available from the EDRS (EDRS).

Johnson, P. L., & Others, A. (1991). Correlates of Examinee Item Choice Behavior in Self-Adapted Testing., 15pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). The strategies examinees employ when making item difficulty level choices in self- adapted computerized testing were investigated. Subjects were 148 college students (88 females and 60 males) in an introductory statistics course. The primary instrument was a self-adapted computerized algebra test used to measure student readiness for the statistics course. Each examinee was administered 20 items from a pool of 93. Students rated their self-efficacy before the test and were administered measures of mathematics anxiety and test anxiety. Inspection of each student's data file provided an indicator of selection strategy. Examinees who chose a more difficult first test item expressed greater capability and higher confidence, reported less anxiety just prior to testing, and less anxiety about mathematics in general. When selecting additional items, examinees tended toward what was termed a sluggishly flexible strategy; they chose more difficult items after passing an item or string of items, and chose less difficult items after failing a single item or string of items. The most frequent choice was to remain at the same level. Results indicate that self-adaptive testing be a viable alternative to computerized adaptive testing. Two figures and two tables contain data from the study. (SLD) ED331889

K

Kellenberger, D. W. (1996). Preservice Teachers' Perceived Computer Self-Efficacy Based on Achievement and Value Beliefs within a Motivational Framework., Journal of Research on Computing in Education, 29, 2 p124-40. Analysis of a questionnaire completed by 222 preservice teachers found that the only effects related to perceived computer self-efficacy were perceived past success and own value, the sum of the value of computers for preservice teachers' own needs and the value of computers for their careers. Discusses implications for preservice programs. (PEN) EJ537986

Kim, E., & Young, M. F. (1991). Multimedia Football Viewing: Embedded Rules, Practice, and Video Context in IVD Procedural Learning., 25pp. Paper presented at the Annual Meeting of the Northeast Educational Research Association (Ellenville, NY, October 24, 1991). This study investigated the effects of interactive video (IVD) instruction with embedded rules (production system rules) and practice with feedback on learners' academic achievement and perceived self efficacy in the domain of procedural knowledge for watching professional football. Subjects were 71 female volunteers from undergraduate education classes at the University of Connecticut, who were randomly assigned into four groups: (1) Practice Group; (2) Embedded Rules Group; (3) Combination (practice and embedded rules) Group; and (4) No IVD Lesson Group. Analysis of variance and covariance techniques were used to compare group differences on achievement and self efficacy perceptions. The results indicated that there were significant group differences on achievement and self efficacy. The combination group showed the highest scores on the achievement posttest and self-efficacy measures, whereas the no IVD group showed the lowest scores. It is concluded that learning complex procedural knowledge can be enhanced by practice and /or embedding rule statements into instruction. The combination of both practice and embedded rules showed the best learning. This effect is attributed to improved schema acquisition through the consolidation of clearly stated rules (e.g., the side with the tight end is the strong side) and practice identifying players, formations, and plays. In addition, the rules and video practice activities alone were not sufficient to enhance schema acquisition. A rich video context was needed in which to learn the heavily visual task of understanding professional football. Copies of the pre- and post-tests are appended. (24 references) (Author/DB) ED345705

Kinzie, M. B., & Delcourt, M. A. B. (1991). Computer Technologies in Teacher Education: The Measurement of Attitudes and Self- Efficacy., 21pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). The development and validation of two instruments which measure attitudes and self-efficacy of teacher education students and practicing teachers toward computer use are described. One instrumentAttitudes toward Computer Technologies (ACT)assesses perceived usefulness of and comfort/anxiety with computer technologies. The second instrumentSelf-Efficacy for Computer Technologies (SCT)assesses perceived self-efficacy for computer technologies (word processing, electronic mail, and CD-ROM databases). These measures were administered to 328 university students in education courses. Principal components analysis of the 19-item ACT found evidence for retaining the concept of the two factors of comfort/anxiety and usefulness. For the 25-item SCT, three empirically identified factors mirrored the concepts of word processing, electronic mail, and CD-ROM data bases. Subscales for both instruments were found to be reliable. Results of regression analyses suggest that actual experience with computer technologies is a strong predictor of attitudes and self-efficacy. These instruments were designed for use with teachers and teacher education students, but could be adapted for other populations. Seven tables present study data. (SLD) ED331891

Kinzie, M. B., & Others, A. (1993). Computer Technologies: Attitudes and Self-Efficacy across Undergraduate Disciplines., 41pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 11-16, 1993). For individuals to use computer tools for learning effectively, they must feel self-efficacious in using them. For this reason, it is important to examine attitudes and perceptions of competence that are encouraged by undergraduate educational programs. The factor validation of two affective measures related to computer technologies is reported. These are the Attitudes toward Computer Technologies (ACT) and Self-Efficacy for Computer Technologies (SCT). The ACT assesses perceived usefulness of and comfort and anxiety with computer technologies. Perceived self-efficacy for computer technologies (word processing, electronic mail, spreadsheets, database programs, statistical packages, and CD- ROM databases) is measured by the SCT. In addition to data on construct validity, the results of exploratory analyses examining predictors of self-efficacy for undergraduate students in business, education, and nursing are presented. Research participants included 97 males and 262 females (125 business majors, 111 education majors, and 123 nursing majors. Results provide construct validation for both instruments. Both are suitable for administration to college students across disciplines. Twelve tables present study data. (SLD) ED357064

Kinzie, M. B., & Others, A. (1993). The Effects of an Interactive Dissection Simulation on the Performance and Achievement of High School Biology Students., 17pp. In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300. This research examines the performance, achievement, and attitudinal effects of a dissection alternative, an interactive videodisc-based (IVD) simulation in two ways: as a substitute for dissection and as a preparatory tool used prior to dissection. Sixty-one high school students enrolled in three general ability high school biology classes participated in this research over a 4-day period. On the substitution issue, findings suggest that the IVD simulation was at least as effective as actual dissection in promoting student learning of frog anatomy and dissection procedures. On the preparation issue, it was found that students using the IVD simulation as a preparation performed a subsequent dissection more effectively than students receiving no preparation and more effectively than students viewing a videotape as preparation. Students using the IVD simulation as preparation also learned more about frog anatomy and dissection procedures than those who dissected without preparation. Students in all groups evidenced little change in attitudes towards dissection. All students reported a significant gain in dissection self-efficacy, but no between-group differences were found. Findings are discussed relative to their implications for educational practice and future research. Six tables containing results of a survey on student attitudes towards dissection, achievement, attitude, self-efficacy and dissection performance test scores, and analysis of variance results are appended. (Contains 16 references.) (Author/KRN) ED362173

Kinzie, M. B., & Others, A. (1994). Computer Technologies: Attitudes and Self-Efficacy across Undergraduate Disciplines., Research in Higher Education, 35, 6, 745-68 Dec. A study of 359 undergraduate students in business (n=125), education (n=111), and nursing (n=123) in 3 state university systems investigated the use of 2 affective measures concerning aspects of computer technology. Data on construct validity, relationship between results of the two measures, and implications for future research are reported. (Author/MSE) EJ495021

Klein, M. A. A. O. (1997). The Career Assessment of Persons with Disabilities: A Review., Journal of Career Assessment, 5, 2, 203-11. A model for career assessment of persons with disabilities includes comprehensive evaluation of aptitudes, achievement, interests, career maturity, self-efficacy, and relevant medical/psychological information. A computerized system of skill analysis and job matching helps synthesize this information and generate potential careers. (SK) EJ543871

Kober, N. (1991). What We Know about Mathematics Teaching and Learning. EDTALK., 72p. Promoting community awareness and understanding of the issues encompassed within the teaching and learning of school mathematics, and involving parents in their children's mathematics education are the first steps toward the goal that every child must gain mathematical power. This document helps to answer some of the most frequent questions that parents and community members ask about the teaching and learning of mathematics. The questions/answers posed here deal with the following topics: (1) student attitudes toward the utility of mathematics and toward self-efficacy with respect to mathematics; (2) the everyday relevance of the mathematical content of the curriculum, and its development; (3) the relationship and the integration of mathematics with other content domains of the curriculum; (4) the effectiveness of cooperative learning within mathematics instruction; (5) the development of higher-order, mathematical thinking skills; (6) active instruction versus information transfer in the school mathematics classroom; (7) issues concerning gender equity in mathematics instructional practices; (8) special problems and needs of minority students, learning disabled students, gifted students, and students with limited English proficiency; (9) the influence on mathematics instruction of textbooks, manipulatives, worksheets, calculators, and computers; (10) the effects of standardized tests and alternative assessment methods upon mathematical performance; (11) international comparisons; (12) the role of subject matter knowledge and other priorities in the development of teacher expertise; (13) departmentalized instruction at the elementary school mathematics level; (14) the impact of parent attitudes on mathematics achievement; (15) the role of homework; (16) reinforcements for mathematical learning found in the home; (17) the relationship between television viewing and mathematics achievement. (154 references) (JJK) ED343793

Kovalchick, A., Milman, N. B., & Elizabeth, M. (1998). Instructional Strategies for Integrating Technology: Electronic Journals and Technology Portfolios as Facilitators for Self-Efficacy and Reflection in Preservice Teachers., 7pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This paper describes the use of electronic journals (e-journals) and technology portfolios as an instructional strategy in preservice teacher education technology courses. Introduction to Media and Computers in Teaching is an introductory level, two-credit, preservice teacher education course offered at the University of Virginia. In this course, the instructors use e-journals as a way to examine the students' learning throughout the semester and to model a strategy they can later utilize in their own classrooms. After each class, students create an entry in their e- journals using a word processing program. Whereas e-journals demonstrate learning in its developmental phases, portfolios represent the culmination of a student's work over a period of time; in this course, students collect examples of their work over the course of the semester for inclusion in their technology portfolios. The use of technology portfolios and e- journals places an explicit focus on the relationship between technology applications and instructional methods. This reflexive approach to training encourages students to consider technology as both a user/learner and a user/teacher. (AEF) ED421115

L

Lee, K.-T. (1997). Impediments to Good Computing Practice: Some Gender Issues., Computers & Education, 28, 4, 251-59 May. An Australian study of 100 computer using secondary school teachers investigated gender issues in educational computing (physical, environmental, social, and human resource problems and teacher perceptions of collegial help and self- knowledge). The study found that, though barriers to computer integration are fewer, some remain: lack of access, funds, knowledge, and time. (Contains 45 references.) (PEN) EJ554194

M

Mathew, N. M., & Barufaldi, J. p. B., Lowell J. (1998). The Effect of Electronic Networking on Preservice Elementary Teachers' Science Teaching Self-Efficacy., 39pp. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (71st, San Diego, CA, April 19-22, 1998). In this study, preservice elementary teachers were networked via the Internet, using electronic mail, newsgroups, listservs, World Wide Web access, and electronic mentoring during their science methods class and student practicum. Electronic networking was introduced as a means to provide a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele- research effectively, and to meet the demands of student teaching through peer support. The study employed a quasi-experimental pretest-posttest control group design. Findings indicate that prospective teachers benefit from interactions with peers, science mentors, and science methods instructors during student teaching. (Contains 59 references.) (DDR) ED424106

McInerney, V., & McInerney, D. M. (1998). Metacognitive Strategy Training in Self-Questioning: The Strengths of Multimethod Investigations of the Comparative Effects of Two Instructional Approaches on Self-Efficacy and Achievement., 7pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This paper presents a model of how multimethod approaches to research can be used to understand and measure individual diversity in learning, cognitions, and affect. The paper demonstrates the value of gathering qualitative data to supplement quantitative findings from quasi- experimental research in relation to achievement outcomes, acquiring a metacognitive strategy of self-questioning, self-efficacy, and anxiety. An aptitude-treatment study was conducted to investigate the comparative effects of two instructional approaches on achievement, metacognitive strategy acquisition, self-efficacy, and anxiety in a semester-long computer training program. There were 22 college students in the intervention group and 23 in the comparison group. Simultaneously, continuous qualitative data collection and analyses were conducted. Eight case studies were selected for the qualitative study. Results indicate complex relationships between initial levels of self-efficacy, anxiety, and instructional treatment. The simultaneously conducted qualitative studies enabled researchers to situate these effects in a holistic context. (Contains 27 references.) (Author/SLD) ED419849

McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of Metacognitive Strategy Training within a Cooperative Group Learning Context on Computer Achievement and Anxiety: An Aptitude-Treatment Interaction Study., Journal of Educational Psychology, 89, 4, 686-95 Dec. Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of computing competence, learning anxiety, and positive cognition. Results support including cooperative self-regulatory components into teaching computing skills for adult learners. (SLD) EJ560301

Minsky, B. D., & Marin, D. B. (1999). Why Faculty Members Use E-Mail: The Role of Individual Differences in Channel Choice., Journal of Business Communication, 36, 2, 194-17 Apr. Finds that favorable attitudes toward innovation and change, computer self- efficacy, and computer experience directly and positively influence e-mail use; and that attitudes toward innovation and change influence (moderate) the relationship between social context and e-mail selection and use. Points to the need for a more comprehensive and complex model of the process determining the selection and use of e-mail. (SR) EJ592867 This document is NOT available from the EDRS (EDRS).

Moore, B., Ed., Burkett, R., Ed., White, J. A., Ed., & Feyten, C. M., Ed. (2000). Preservice Teacher Education., In: Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000 (11th, San Diego, California, February 8-12, 2000). Volumes 1-3; see IR 020 112. Page Length: 303. The papers contained in this document cover the following topics related to preservice teacher education and technology: an initiative to improve technology education in Michigan; computer technology courses; uses of information technologies in an Australian degree program; use of an electronic bulletin board; discovering South Dakota through telecollaborative means; teachers and students collaborate to master technology curriculums; four-year collaborative for preparing teachers to use technology; creating partnerships that renew preservice education; teaching the use of information in a technology framework; developing a cross-curricular focus to information and communication technology teaching; pairing up inservice and preservice teachers to develop an understanding of technology integration; infusing technology into the curriculum; preparing teachers for the digital age; increasing instructional technology competencies; creating a dynamic model for educational technology in a field-based program; preparing teachers to integrate technology; technology integration in colleges of education; an innovative strategy for supporting teachers during field experiences; technology as a tool; teachers as constructivist producers and critical consumers of technological resources; learning practices in Amsterdam; the evolution of a hands-on technology integration course; an innovative course including the integration of information and communications technology; an educational paradigm for tomorrow's society; preliminary investigation of influences on student teachers' self-efficacy for teaching with computers; preservice teachers' beliefs about effective uses of computers in the classroom; flexible delivery of teacher professional development for information technology; how computer-based visual mapping tools can enhance learning; integrating technology for moral education in the student teaching practicum; preparation for the integration and implementation of appropriate technology; electronic portfolios for learning and assessment; development of a personal electronic profile; preparing teachers for constructivist classrooms; computer-mediated communication; using group process techniques to facilitate development of technology skills; enriching field experience through e-mail mentoring; integrating technology into inquiry-based teacher education; teachers learning about software implementation; implementing mandated information technology infusion; six categories of technology practice; a multimedia CD-ROM; using videos of technology-using teachers to enhance technology skills; using videotape technology to enhance the transformation into practicing teachers; lessons from a K-12/university collaborative; preservice teachers as models; a collaborative technology partnership; a new paradigm of teacher education integrating technology; using technology in field experience in regular and special education; meeting National Council of Accreditation for Teacher Education standards; using the Internet to promote technology integration, thinking skills, and motivation; advancement of technology integration skills through university coursework; and giving teachers the tools they need to integrate technology. (Contains 384 references.) (MES) ED444529

N

Nahl, D. (1996). Affective Monitoring of Internet Learners: Perceived Self-Efficacy and Success., Proceedings of the ASIS Annual Meeting, 33, 100-09. College seniors in a social psychology course gave weekly self-monitoring reports of their affective reactions to a course-integrated Internet hands-on training program. Six rating scales probed affective dimensions, including experienced difficulty, negative emotions, value of skills, hope of becoming good at using it, satisfaction with the Internet, and how hard one tried. (Author/AEF) EJ557168

O

P

Parker, E. A., & Schwertfeger, D. R. (1991). A College Library and Research Center in a Correctional Facility., Journal of Offender Rehabilitation, 17, 1-2, 167-79. Describes College Library and Research Center research library and computer center located at maximum-security prison. Explains that center provides graduate students with library resources and computer facilities needed to complete thesis projects and other sociological research. Benefits described include improvements in quality of educational experience, possible increases in students' feelings of self-efficacy, and increased social cooperation among students. (Author/NB) EJ440782

R

Ramalingam, V., & Wiedenbeck, S. (1998). Development and Validation of Scores on a Computer Programming Self- Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy., Journal of Educational Computing Research, 19, 4, 367-81. A 32-item self-efficacy scale for computer programming was developed, primed to the C++ programming language. The scale was administered to 421 students at the beginning and end of an introductory course in C++ programming. There was growth in self-efficacy between two administrations of the scale 12 weeks apart, particularly for students who initially had low self-efficacy. (Author/AEF) EJ593424 This document is NOT available from the EDRS (EDRS).

Ramey-Gassert, L., & Shroyer, M. G. (1992). Enhancing Science Teaching Self-Efficacy in Preservice Elementary Teachers., Journal of Elementary Science Education, 4, 1, 26-34 Win. Using the construct of personal self-efficacy as a foundation, methods for building science teaching confidence in preservice teachers are described. Methods include microteaching, cooperative learning, role models, experiential learning, computer use, and others. The interrelatedness of science anxiety, attitude toward science, and low science teaching self-efficacy is discussed. (KR) EJ442020

Randhawa, B. S., & Others, A. (1993). Role of Mathematics Self-Efficacy in the Structural Model of Mathematics Achievement., Journal of Educational Psychology, 85, 1, 41-48 Mar. A structural model of mathematics achievement was tested with 117 male and 108 female Canadian high school seniors, examining the role of self-efficacy as a mediator between mathematics attitudes and achievement. The postulated model for similarly specified parameters was a good fit to data for both males and females. (SLD) EJ469836

Riggs, I. M., & Enochs, L. G. (1993). A Microcomputer Beliefs Inventory for Middle School Students: Scale Development and Validation., Journal of Research on Computing in Education, 25, 3 p383-90. Describes the development and validation of the 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. Results are compared by grade level and gender, and uses of the MBI are suggested. (nine references) (LRW) EJ465711

Rigsby, L. C., & DeMulder, E. K. (1998). Teachers' Voices Interpreting Change., 41pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This paper uses teachers' voices to explore transformation processes in teachers as a result of participation in an innovative school-based Master's degree program at the Institute for Educational Transformation. The program is built around a set of beliefs and principles that enunciate a philosophy of teaching and learning emphasizing work within teams, developing reflective practice, school-based inquiry, and continuous improvement. Data for this paper come from reflective essays written by 103, 1997 graduates of the program seeking to understand their own processes of transformation over its duration. They were asked to think about and document in a portfolio how they had changed over the course of approximately 2 years. Their writings described important changes they could see in their professional and personal lives. The 1997 graduates described the ability to see children and classrooms through new perspectives, such that they felt the program helped them develop stronger professional voices, more confidence in their professional judgments, and more self-efficacy and power. Teachers also reported: a greater knowledge and sense of self; increased technology proficiency; improved understanding of the writing process and improved writing style; improved teaching practices; changed educational philosophy; improved professional and personal relationships; and broader mentoring and modeling for others. (Contains 13 references.) (SM) ED418972

Rogers, P. L., & Erickson, M. (1998). Layers of Navigation: Hypermedia Design for an Ill-Structured Domain., 9pp. In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, MO, February 18-22, 1998); see IR 019 040. This paper describes the development of two World Wide Web sites, "Our Place in the World" (OPITW) and "Chicana and Chicano Space" (CCS), specifically designed as resources for art educators, and describes a framework for three blended levels or layers of navigation that support knowledge construction within the domain. The first section of the paper discusses the elements of educational hypermedia environments, including: (1) the relationship between the site and the user; (2) learner/user elements, i.e., computer skills, content knowledge, self-efficacy, learner control, and task type; (3) macro and micro conditions of hypermedia design; and (4) site elements, i.e., content, presentation, navigation, and links/nodes. Ill-structured domains and cognitive flexibility are discussed in the second section, including the notions of "concept- and case- complexity" and "across-case irregularity." This is followed by a section that addresses thematic and inquiry-based learning. The final section describes the three layers of navigation used in the OPITW and CCS web sitesnear-linear navigation, guided navigation, and self-directed exploration. Two tables present: elements of hypermedia learning environments and macro and micro levels of relevance, usefulness, and accessibility of hypermedia learning environments. Recommendations for application of this framework for other hypermedia and hypertext curriculum resource environments are included. (Contains 27 references.) (DLS) ED423857

Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (1999). Collateral Benefits of an Interactive Literacy Program for Grade 1/2 Students and Their Teachers., Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Page Length: 21. This study examined the collateral effects of WiggleWorks, an interactive literacy program, in two settings: a cohort study comparing random samples of grade 1-2 students (n=452) before and after software implementation and a longitudinal sample tracing students from Kindergarten to grade 1 (n=126). WiggleWorks contributed to greater student use of computers, and enhanced computer skills, computer self-efficacy and (in grade 1 only) enjoyment of computers. Positive effects were observed regardless of whether the school received new hardware at the time of software delivery or used existing equipment of sufficient power acquired a year earlier. In addition, following WiggleWorks implementation, teachers became more confident about their ability to use computers and were more likely to assign students to self-directed exploration of computer functions. The study suggests that the high cost of adopting interactive literacy software be warranted if the program has benefits beyond its contributions to reading and writing skills. Four tables present statistics. Contains 37 references. (Author/AEF) ED429587

Rozell, E. J., & Gardner, W. L., III. (1999). Computer-Related Success and Failure: A Longitudinal Field Study of the Factors Influencing Computer-Related Performance., Computers in Human Behavior, 15, 1, 1-10 Jan. A model of the intrapersonal processes impacting computer-related performance was tested using data from 75 manufacturing employees in a computer training course. Gender, computer experience, and attributional style were predictive of computer attitudes, which were in turn related to computer efficacy, task-specific performance expectations, and post- performance anxiety. Computer training was effective in raising efficacy levels and improving performance. (Author/AEF) EJ586300 This document is NOT available from the EDRS (EDRS).

S

Schunk, D. H., & Ertmer, P. A. (1998). Self-Evaluation and Self-Regulated Computer Learning., 27pp. Paper presented at the Annual Meeting of the American Psychological Association (106th, San Francisco, CA, August 14-18, 1998). This study examined the influence of learning goals and self-evaluation on college students' achievement outcomes during computer skill learning. The researchers hypothesized that providing students with learning goals would focus their efforts on the skills to be acquired, allow for assessment of learning progress, and enhance implementation of successful learning strategies. The research involved two studies of undergraduate preservice teachers enrolled in an introductory computer skills application course. Researchers randomly assigned students to one of four conditions (learning or performance goal conditions, with or without self-evaluation). Students were pretested and posttested during the Hypercard unit of the course. The testing included measures of self-regulation, self-efficacy, and achievement. Results found that providing students with learning goals enhanced their self-efficacy for successfully performing computer based tasks and their use of self-regulatory strategies better than did providing performance goals. Opportunities for self-evaluation also significantly affected self-efficacy. A followup study examined the idea that learning goals and self-evaluation operate through a common process of conveying to students information about their learning progress. Participants, procedures, and materials were similar, though students evaluated their learning progress at the end of each of three laboratory sessions. Results were similar to the results of the first study. The results indicated that providing college students with learning goals is an effective way to enhance achievement outcomes, and under certain conditions, opportunities for self-evaluation exert beneficial effects. (Contains 43 references.) (SM) ED422275

Scripp, L., & Meyaard, J. (1991). Encouraging Musical Risks for Learning Success., Music Educators Journal, 78, 3, 36-41 Nov. Identifies areas of knowledge that differ between successful and at-risk students: sense of self-as-learner, level of understanding of problems in subjects, and ability to interact in relationships. Suggests a hands-on project to develop problem-solving abilities and self-confidence. Discusses objectives for a restructured curriculum. (DK) EJ443703

Seffah, A., & Bouchard, R. M. (1997). The Intranet as a Cognitive Architecture for Training and Education: Basic Assumptions and Development Issues., In: WebNet 97 World Conference of the WWW, Internet & Intranet Proceedings (2nd, Toronto, Canada, November 1-5, 1997); see IR 019 434. Page Length: 7. This paper makes basic assumptions regarding the development of an intranet architecture that will actively promote the cognitive apprenticeship of a new community of learners. The authors consider the intranet as a dynamic and virtual environment in which individuals communicate, share resources, and reciprocally generate and organize learning strategies leading to knowledge and self efficacy. First, the paper describes a proposed architecture supported by an exemplar called SAGE-ISO that includes the following cognitive tools: browsing for information regarding ISO 9000 standards, as well as a company's quality system; advising the user on deploying the quality procedures; and training through a set of learning resources. Secondly, it highlights the following cognitive variables that can act as building blocks towards an efficient intranet foundation: learning should be an active and not a passive experience; learning can be facilitated by situating the learner within an authentic setting; and learners should take charge of their own learning. The final section provides a brief overview of development issues regarding Internet/intranet technologies and tools and presents a proposed architecture. Two figures illustrate the architecture of the intranet training environment and the proposed internal architecture, and a table presents examples of tools and technologies. Contains 13 references. (AEF) ED429546

Shyu, H.-Y., & Brown, S. W. (1992). Learner Control versus Program Control in Interactive Videodisc Instruction: What Are the Effects in Procedural Learning?, International Journal of Instructional Media, 19, 2 p85-96. Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32 references) (LRW) EJ450434

Smith, J. M. (1994). The Effects of Education on Computer Self-Efficacy., Journal of Industrial Teacher Education, 31, 3, 51-65 Spr. In an introductory computer course taught by a woman, 46 students received standard instruction, 46 received additional verbally persuasive lectures; the control group numbered 56. Classroom instruction and hands-on practice increased task and general self-efficacy regarding computers. Verbal persuasion effects were inconclusive; the intervention was effective only for female students. (SK) EJ484464

T

Taber, B. J., & Luzzo, D. A. (July 1999). A Comprehensive Review of Research Evaluating the Effectiveness of DISCOVER in Promoting Career Development. ACT Research Report Series 99-3. DISCOVER is the computer-assisted career guidance program of the American College Testing Program. A comprehensive review of research on the effectiveness of DISCOVER found that it increases users' vocational identity, level of career development, and career decision-making self- efficacy. Somewhat mixed findings emerged regarding the effectiveness of DISCOVER as a tool for increasing career decidedness, occupational certainty, career maturity, and career exploration. DISCOVER appears to be most effective when used in conjunction with additional career exploration and planning activities (e.g., individual counseling and group workshops). This report includes summaries of the 26 investigations evaluating DISCOVER's effectiveness that have been published between 1978 and 1998. The populations studied included middle school students, high school students, college students, and adults in career transition. Suggestions for future research are discussed, with a particular focus on improving methodological limitations of previous research in this domain. An appendix contains a chronology of DISCOVER versions. (Contains 2 tables and 69 references.) (Author/SLD) ED434158