Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes
The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context...
| Authors: | ; ; ; |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Cogitatio Press
2020
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| Em: |
Social Inclusion
Ano: 2020, Volume: 8, Número: 2, Páginas: 213-221 |
| Outras palavras-chave: | B
digital inclusion
B Learning B enactive experience B Students B technology efficacy B vicarious experience B perception of teachers B STEM attitudes |
| Acesso em linha: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Resumo: | The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields. |
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| ISSN: | 2183-2803 |
| Obras secundárias: | Enthalten in: Social Inclusion
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| Persistent identifiers: | DOI: 10.17645/si.v8i2.2612 |