PRE-SERVICE ENGLISH LANGUAGE TEACHERS' PERCEPTIONS OF COMPUTER SELF-EFFICACY AND GENERAL SELF-EFFICACY

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dc.contributor.authorZehir Topkaya, Ece
dc.date.accessioned2025-01-27T21:01:41Z
dc.date.available2025-01-27T21:01:41Z
dc.date.issued2010
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy. To this end, in 2007-2008 Academic Year Fall Term a sample of 288 pre-service English language teachers at Canakkale Onsekiz Mart University was surveyed. Three basic research instruments were used to collect data: The Computer Self-Efficacy Scale (Askar and Umay, 2001), The General Self-Efficacy Scale (Schwarzer and Jerusalem, 1995), and a survey questionnaire designed to obtain personal information and previous computer experience from the participants. The data were analyzed with the use of descriptive statistics. Frequencies and percentages were calculated and t-test, one-way ANOVA, and correlation analyses were used in the analysis of the data. The significant level was taken as .05. The findings indicated that pre-service English teachers had a moderate level of computer self-efficacy perceptions. Computer experience, frequency of use and gender were identified to create a significant difference in the perception of computer self-efficacy (p<.05). Concerning grade levels, only between 1(st) and 4(th) ones a significant difference was found (p<.05). The correlation analysis between general sense of self-efficacy and computer self-efficacy revealed a moderate and a positive correlation between the two psychological constructs. Finally, the regression analysis showed that computer experience was the variable that affected the computer self-efficacy beliefs of pre-service English teachers most.
dc.identifier.endpage156
dc.identifier.issn2146-7242
dc.identifier.issue1
dc.identifier.startpage143
dc.identifier.urihttps://hdl.handle.net/20.500.12428/27149
dc.identifier.volume9
dc.identifier.wosWOS:000274244500017
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherTurkish Online Journal Educational Tech-Tojet
dc.relation.ispartofTurkish Online Journal of Educational Technology
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectComputer self-efficacy
dc.subjectgeneral self-efficacy
dc.subjectpre-service English teachers
dc.titlePRE-SERVICE ENGLISH LANGUAGE TEACHERS' PERCEPTIONS OF COMPUTER SELF-EFFICACY AND GENERAL SELF-EFFICACY
dc.typeArticle

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