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McInerney, Valentina; And Others – 1994
This paper reports on a study designed to examine the comparative efficacy of collaborative self-regulated learning and direct teaching on the reduction of computer anxiety among students, as well as the comparative effects of these models of teaching on student achievement. Using a quasi-experimental design, two equivalent groups of university…
Descriptors: Academic Achievement, Computer Anxiety, Computer Science Education, Conventional Instruction
McInerney, Valentina; And Others – 1994
This research emerged from an effort to develop a theory of computer anxiety relevant to beginning adult learners in a range of university disciplines. To this end, the first step was to design and refine an instrument which was reliable and valid for this population. The development of the "a priori" model of computer anxiety used in this study…
Descriptors: Adult Learning, Attitude Measures, Computer Anxiety, Computer Science Education
McInerney, Valentina; And Others – 1990
This study examined the effects of increased computing experience on the computer anxiety of 101 first year preservice teacher education students at a regional university in Australia. Three instruments measuring computer anxiety and attitudes--the Computer Anxiety Rating Scale (CARS), Attitudes Towards Computers Scale (ATCS), and Computer…
Descriptors: Attitude Measures, Coeducation, Computer Literacy, Computer Science Education
McInerney, Valentina; And Others – 1996
This research seeks to find the most effective mode of instruction which can assist undergraduate students in gaining initial computing skills while alleviating anxiety by contrasting a traditional direct teaching approach with one that emphasizes self-regulation within a cooperative learning context. Specifically, the study compares the…
Descriptors: College Students, Computer Anxiety, Computer Literacy, Foreign Countries
McInerney, Valentina; McInerney, Dennis M. – 1998
This paper presents a model of how multimethod approaches to research can be used to understand and measure individual diversity in learning, cognitions, and affect. The paper demonstrates the value of gathering qualitative data to supplement quantitative findings from quasi-experimental research in relation to achievement outcomes, acquiring a…
Descriptors: Academic Achievement, College Students, Computer Anxiety, Diversity (Student)
Peer reviewed Peer reviewed
McInerney, Valentina; Marsh, Herbert W.; McInerney, Dennis M. – Educational and Psychological Measurement, 1999
Developed a multidimensional measure of affect and cognition in relation to adult learning of computing skills, the Computer Anxiety and Learning Measure (CALM). Results from 794 Australian undergraduates support the validity and reliability of the CALM with this population, although whether the measure is invariant across different adult…
Descriptors: Affective Behavior, Cognitive Processes, Computer Anxiety, Computer Literacy
McInerney, Valentina; Marsh, Herbert W.; McInerney, Dennis M. – 1998
This paper discusses the process through which a powerful multidimensional measure of affect and cognition in relation to adult learning of computing skills was derived from its early theoretical stages to its validation using structural equation modeling. The discussion emphasizes the importance of ensuring a strong substantive base from which to…
Descriptors: Adults, Cognitive Processes, Computer Anxiety, Computer Literacy
Peer reviewed Peer reviewed
McInerney, Valentina; McInerney, Dennis M.; Marsh, Herbert W. – Journal of Educational Psychology, 1997
Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of computing competence, learning anxiety, and positive cognition. Results support including cooperative…
Descriptors: Adults, Aptitude, College Students, Competence