Pre-service English language teachers' perceptions of computer self-efficacy and general self-efficacy
| dc.contributor.author | Topkaya, Ece Zehir | |
| dc.date.accessioned | 2025-01-27T19:06:03Z | |
| dc.date.available | 2025-01-27T19:06:03Z | |
| dc.date.issued | 2010 | |
| dc.department | Çanakkale Onsekiz Mart Üniversitesi | |
| dc.description.abstract | The 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 Çanakkale Onsekiz Mart University was surveyed. Three basic research instruments were used to collect data: The Computer Self-Efficacy Scale (As ?kar 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 1st and 4th 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. © The Turkish Online Journal of Educational Technology. | |
| dc.identifier.endpage | 156 | |
| dc.identifier.issn | 1303-6521 | |
| dc.identifier.issue | 1 | |
| dc.identifier.scopus | 2-s2.0-76449084134 | |
| dc.identifier.scopusquality | N/A | |
| dc.identifier.startpage | 143 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12428/14120 | |
| dc.identifier.volume | 9 | |
| dc.indekslendigikaynak | Scopus | |
| dc.language.iso | en | |
| dc.relation.ispartof | Turkish Online Journal of Educational Technology | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.snmz | KA_Scopus_20250125 | |
| dc.subject | Computer self-efficacy; General self-efficacy; Pre-service english teachers | |
| dc.title | Pre-service English language teachers' perceptions of computer self-efficacy and general self-efficacy | |
| dc.type | Article |
