| Educational Technology | Computer Self-Efficacy Survey (FORM)

Folder: Educational Technology
Computer Self-Efficacy Survey (FORM)

Page Contents
Take the survey About the CSE Scale Validation of the Computer Self-Efficacy Scale (CSE)

Take the survey

SECTION 1: First a little bit about you... 1. Your Name:
2. Position/Title:
3. Home Mailing Address (street or box # only):
4. City, State, Zip:
5. Telephone:
6. Fax:
7. Email:
8. Grades you teach:
9. Years of teaching experience:
10. List any technology-related certifications or creditials you have:
11. Years of technology-related teaching experience:
THANK YOU very much for taking the time to fill out this survey. Your instructor is conducting research to determine the effectiveness of the Computer Applications in Education course. The information you provide on this survey is confidential, and only you and your instructor will be privileged to see your individual responses. By filling out and submitting this form, you agree to be included.
12. Signed 13. Date
Section II: Computer Efficacy Scale Please answer the following questions according to your feelings of confidence for successfully performing the specified task.
Range is (1) very little confidence to (5) quite a lot of confidence.
1. Very Little Confidence
2. Little Confidence
3. Some Confidence
4. High Confidence
5. Quite a Lot of Confidence Example: I feel confident formatting a newsletter with desktop publishing
1 2 3 4 5
14. I feel confident Working on a personal computer (microcomputer)
1 2 3 4 5
15. I feel confident Getting software up and running
1 2 3 4 5
16. I feel confident Logging onto the Internet
1 2 3 4 5
17. I feel confident Accessing information on the Internet
1 2 3 4 5
18. I feel confident Using the user's guide when help is needed.
1 2 3 4 5
19. I feel confident Entering or saving data (numbers or words) into a file
1 2 3 4 5
20. I feel confident Escaping/Exiting from the program/software
1 2 3 4 5
21. I feel confident Logging off the mainframe computer system
1 2 3 4 5
22. I feel confident Calling-up a data file to view on the monitor screen
1 2 3 4 5
23. I feel confident Understanding terms/words relating to computer hardware
1 2 3 4 5
24. I feel confident Understanding terms/words relating to computer software
1 2 3 4 5
25. I feel confident Handling a floppy disk correctly
1 2 3 4 5
26. I feel confident Learning to use a variety of programs (software)
1 2 3 4 5
27. I feel confident Learning advanced skills within a specific program (software)
1 2 3 4 5
28. I feel confident Making selections from an on-screen menu
1 2 3 4 5
29. I feel confident Using computers to analyze number data
1 2 3 4 5
30. I feel confident Using a printer to make a "hard-copy" of my work
1 2 3 4 5
31. I feel confident Copying a disk
1 2 3 4 5
32. I feel confident Copying an individual file
1 2 3 4 5
33. I feel confident Adding and deleting information from a data file
1 2 3 4 5
34. I feel confident Moving a cursor around the monitor screen
1 2 3 4 5
35. I feel confident Writing simple programs for the computer
1 2 3 4 5
36. I feel confident Using the computer to write a letter or essay
1 2 3 4 5
37. I feel confident Describing the function of computer hardware (keyboard, monitor, disk drives, computer processing unit)
1 2 3 4 5
38. I feel confident Understanding the three stages of data processing: input, processing, output
1 2 3 4 5
39. I feel confident Getting help for problems in the computer system
1 2 3 4 5
40. I feel confident Storing software correctly
1 2 3 4 5
41. I feel confident Explaining why a program (software) will or will not run on a given computer
1 2 3 4 5
42. I feel confident Using the computer to organize information
1 2 3 4 5
43. I feel confident Getting rid of files when they are no longer needed
1 2 3 4 5
44. I feel confident Organizing and managing files
1 2 3 4 5
45. I feel confident Troubleshooting computer problems
1 2 3 4 5
Please enter your email address again:

Thanks!

About the CSE Scale
Murphy, Christine A Others (1989). Computer Self-Efficacy Scale. (ETS# TC018510 ) The 32-item Likert-type scale was developed to measure individuals' perceptions of their capabilities regarding specific computer-related knowledge and skills. Items represent beginning, moderate, and advanced computer skills. The items can also be found in Educational and Psychological Measurement;, 52, 3, 735-45, Aut, 1992. (mh) Test Acronyms: CSE Material Notes: 1. See avail source 2. Ed and Psych Measurement;, 52, 2 p735-45, Meier, Scott T. (1988). Computer Aversion Scale. (ETS# TC016925 ) A true-false instrument designed to measure individuals' aversions to using computers. Aversion is measured according to three factors: efficacy expectations, outcome expectations, and reinforcement expectations. be administered to individuals who are in a situation where they take a computerized or paper-and-pencil version of other tests so that test administrators can determine the best format for their clients. Test Acronyms: CAVS General Notes: ITEMS: 31.
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."
10. Murphy produced a three-factor solution, Beginning, Advanced, and Mainframe (skills) = .97, .96, .92 respectively.
11. Torkzadeh & Koufteros produced a four-factor solution. .94, .96, .90, .91.
12. "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)." 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.
13. "Harrison & Rainer (1992) reported an overall reliability coefficient of .95 for the instrument, but did not examine the construct validity."

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 Torkzadeh, G., & Koufteros, X. (1994).
5.1. Using computers to analyze number data
5.2. Learning advanced skills within a specific program (software)

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