The relationships among computer self-efficacy, attitudes toward computers, and desirability and need for learning computing skills

Purpose of the study. The purposes of this study were to investigate the relationships concerning computer efficacy, attitudes toward computers, and desirability and need for learning computing skills. Differences among computer science students, education students, general business students, and physical education students regarding the desirability of learning computing skills and their need for learning computing skills were analyzed.;Procedure. The sample was composed of 296 undergraduate students from a regional university in the Southwest in 1996. Seven hypotheses were formulated and they were tested using Attitudes toward Computer Technologies and Confidence and Desired Knowledge with Computer Technologies. Statistical analyses consisted of bivariate correlations, simultaneous multiple regression, one-way ANOVA, and Tukey's Honestly Significant Difference.;Findings. Multiple regression revealed that the computer attitude Comfort/Anxiety was a significant predictor of computer self-efficacy, but Usefulness was not. To predict the desirability of learning computing skills, the computer attitude Usefulness was a significant predictor, but Comfort/Anxiety was not. The subscale of computer self-efficacy of advanced computer skills was a significant predictor for desirability of learning computing skills. Furthermore, the multiple regression analysis revealed that there was a statistically significant combined predictive effect of computer self-efficacy subscales in beginning, advanced, and telecomputing skills on the need for learning computing skills. ANOVA revealed that students from computer classes had stronger desire and more need for learning computing skills than students from a non-computer class.;Conclusion. Comfort or anxiety about computers perceived by students was a predictor to their confidence levels about computers. Students' self-recognition of usefulness of computers and their perception of advanced levels of computer technologies were significant predictors in deciding their desirability of learning computing skills. The data revealed that attitudes toward computers, and computer self-efficacy, were significant predictors of the need for learning computing skills in both two groups of students, although students from computer classes demanded a higher level of learning computing skills and would possess more computer skills than those from a non-computer class. Recommendations for future research were also suggested.