Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers

Journal of Educational Computing Research

Volumn 26, Issue 2, 2002, Pages 133-153

  Cassidy, Simon ^a   Eachus, Peter ^a  

^a UNIVERSITY OF SALFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036058702     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/JGJR-0KVL-HRF7-GCNV     Document Type: Article

References (25)

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3. Self-efficacy, locus of control and styles of learning as contributing factors in the academic performance of student health professionals
4. Computer self-efficacy: Development of a measure and initial test
5. Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers
6. Factorial validity of a computer self-efficacy scale and the impact of computer training
7. Enhancing self-efficacy for computer technologies through the use of positive classroom experiences
8. The role of computer training in determining levels of computer self-efficacy in students
9. The relationship of computer self-efficacy expectations to computer interest and course enrollment in college
10. Development and validation of the computer self-efficacy scale
11. Gender differences in self-efficacy and attitudes towards computers
12. Sex differences in computing behaviour among school pupils
13. Reliability and factorial validity of computer attitude scales
14. Computer technologies in teacher education: The measurement of attitudes and self-efficacy
15. College is 'not cool'-women out number men in student population
16. Are they glad they came? First year students views of their university experience
17. Where are the boys? The growing gender gap in higher education
18. An analysis of the reliability and validity of personal internet teaching efficacy beliefs scale
19. Training transfer: Perceptions of computer use self-efficacy among employees
20. Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education