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.在学习与日常生活中对计算机应用持有积极态度，是取得优异学业表现及未来职场高绩效的前提条件。本研究旨在分析高中生的计算机焦虑（Computer Anxiety）水平与计算机自我效能感（Computer Self-efficacy）水平。本研究采用纸笔施测方式，使用两份问卷：计算机焦虑量表（Computer Anxiety Rating Scale, Heinssen、Glass与Knight, 1987）及计算机自我效能量表（Computer Self-efficacy Scale, Compeau与Higgins, 1995）。研究参与者为两所城市中学的高中学生，涵盖9至12年级的男女生。研究从年龄、性别、计算机使用经验及学业成绩多个维度对数据开展分析。我们提出如下研究假设：女生的计算机焦虑水平更高，而计算机使用自我效能感更低；在学习中频繁使用计算机的学生，其计算机焦虑水平将低于计算机使用经验较少的学生；自学计算机操作的学生，其焦虑水平将低于在学校或与同伴一同学习计算机的学生；计算机科学课程成绩更高的学生，其自我效能感与实操技能水平也更高。线性回归分析结果表明，计算机科学学科的成绩可由年龄、年级、学科方向及计算机自我效能感进行解释。本研究结果可为优化教学场景提供实践参考，通过构建适宜的学习环境降低学生的计算机焦虑，并提升其在学习与计算机科学领域职业化进程中所需的计算机应用技能。