• Previous studies have established the importance of computer-related affective variables in predicting user satisfaction, frequency of use, and students academic performance. This study examined the effects of motivation to learn to use computers, and previous experience with computers on three computer-related affective states: anxiety, attitudes, and self-efficacy. Participants included 59 male and 52 female university and college students enrolled in introductory computer programming and fundamental courses. Gender differences were found in previous experience with computers, as well as most of the motivation, and all of the affective variables. A path analysis was used to further investigate these relations and to examine their effect on academic performance in introductory computer classes. Results supported the theoretical model, with some modifications. Gender differences in structure were negligible. Finally, students were grouped according to reasons for taking the course: intrinsic, extrinsic, or both. Significant differences among the three groups were found for six of the 10 variables, in all cases favoring an intrinsic motivational orientation. ()
  • 110 ()
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  • 2016-06-24 ()
  • 10.1016/S0747-5632(99)00036-9 ()
  • 569 ()
  • 164 ()
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  • 5 ()
  • en ()
  • 1999-09-01 ()
  • Pergamon ()
  • 20002 ()
  • 56 ()
  • 549 ()
  • Motivational influences on computer-related affective states ()
  • 15 ()


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