COMPUTER ANXIETY AND COMPUTER SELF-EFFICACY FOR THE HIGH SCHOOL STUDENT

A favorable attitude towards computer use in learning and in everyday life is a condition of obtaining high performance in learning and later in the workplace. The aim of the current study is to analyze the levels of computer anxiety and self-efficacy for the high school students. Two questionnaires, Computer Anxiety Rating Scale (Heinssen, Glass, & Knight, 1987) and Computer Self-efficacy Scale (Compeau & Higgins, 1995) were administered in a paper-pencil format. The participants in this research were the high school students, boys and girls, who attend two urban schools, from the 9th, 10th, 11th and 12th grade. Data were analyzed using several criteria: age, gender, and experience in using computer and academic results. We expect higher levels of anxiety for girls, but lower levels of computer use self-efficacy. Students who used extensively computer in learning will have lower levels of anxiety than students, who have lees experience in using computer. Students who learned alone to operate on the computer will have a lower anxiety level compared with those who learned at school or with their friends. Students who have higher grades in computer science have a higher level of self-efficacy and adequate skills. The linear regression shows that the outcomes in computer science discipline may be explained by age, grade, scientific profile and computer self efficacy. The research results are useful in organizing learning situations which can reduce computer anxiety and promote training skills required for the computer use in learning and professionalization in the field of computers science.