Computer self-efficacy: Its relationship to academic major, learning environment, and participation in research-related activities via the Internet

Date of Completion

January 2002


Education, Administration|Education, Educational Psychology|Education, Technology of




Through examination of computer self-efficacy, and its relationship to the sources of information that undergraduate students use to judge their capability to use the Internet to conduct research, it is possible for higher education administrators to justify increasing investments in campus features supportive of computer technology. Features such as learning environments which increase the teaching effectiveness of faculty, the development of majors that attract world class students, and on-line courses with research components which increase institutional reputations. ^ Undergraduate computer self-efficacy for research related activities conducted via the Internet was measured by this investigator, establishing the relationships among: (1) academic major, (2) the learning environment, and (3) the specific activities performed via the Internet. Internet courses from four sources were divided equally into science and non-science categories and the undergraduate sample was stratified to increase the likelihood that participants would correspond with the variables of interest until 300 responses were received. ^ Research Questions 1 and 2 were answered using analysis of variance, with the dependent variable being computer self-efficacy scores and the grouping variable being science/nonscience academic major for RQ1 and graduate/nongraduate institution for RQ2. Research Question 3 was answered using Pearson product moment correlation. Post hoc tests were performed when indicated by the initial analyses. ^