Browse Theses

Self-efficacy can be defined as the belief in one's ability to perform a specific task (Bandura, 1977). Self-efficacy has consistently been shown through research to effect one's performance/achievement, effort during times of difficulty, persistence, and willingness to try new things. The relationship between instruction on computers and: (a) task self-efficacy (TSE), (b) generalized self-efficacy (GSE), and (c) gender differences in self-efficacy was examined. Data was collected during a pre-mid and posttest survey from three groups of college students receiving (a) standard instruction, (b) standard instruction with added verbal persuasion, and (c) no instruction. ANCOVA procedures indicated that while the verbal persuasion group (n = 46) did not increase in TSE beyond that of the standard instruction group (n = 46), both groups displayed significant gains over the comparison group (n = 56). Scheffe post hoc examinations indicated that females in the comparison group scored significantly lower on posttest TSE and GSE than students receiving instruction, as well as their male counterparts not receiving instruction. Females in the verbal persuasion group scored significantly higher than males on the posttest GSE measure. The posttest TSE and GSE differences found in this study demonstrate that females enrolled in the computer class scored significantly higher or equal to their male counterparts, and females not receiving instruction (comparison group) scored significantly lower. The results of this study also support the conclusion that instruction on computers served to raise efficacy for both sexes while retaining equity in self-efficacy beliefs towards computers and computer related technologies. The relationship between TSE and GSE proved to be moderate, positive, and significant, thus, preliminary evidence exists that education on microcomputers generalizes to other computer related technologies.