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Abstract
This study investigated how resistance to the reduction of computer anxiety among teacher education students can be explained and reliably predicted. Instrumentation for the study consisted of six self-report questionnaires: (1) the Computer Anxiety Scale, (2) the Computer Attitude Scale, (3) the Computer Experience Scale, (4) the Computer Knowledge Scale, (5) Rotter’s Internal-External Control Scale, and (6) the trait form of the State-Trait Anxiety Inventory. A stepwise multiple regression using backward deletion was used to find the dimensions along which computer anxiety can be explained and best predicted. The results indicated that the best predictors of retained computer anxiety were computer confidence, trait anxiety, computer knowledge, and computer liking, together accounting for 69% of the variance of computer anxiety following completion of a computer literacy course. The findings suggest that any efforts to treat retained computer anxiety in teacher education students should focus on building computer confidence and expanding students’ knowledge about computers.
