Developing the Computer User Self-Efficacy (Cuse) Scale: Investigating the Relationship between Computer Self-Efficacy, Gender and Experience with Computers

By Simon Cassidy *, P. Eachus. 2002

516 citations recorded by the source corpus.

The article describes the development and validation of the 30-item Computer User Self-efficacy (CUSE) Scale. Self-efficacy beliefs have been identified as a factor which may contribute to the success with which a task is completed. Because of the increasing reliance on computer technologies in all aspects of life, it is important that the construct is measured accurately and appropriately. In particular, the article focuses on the measurement of computer self-efficacy in student computer users and its relevance to learning in higher education. The scale was found to have high levels of internal and external reliability and construct validity. Results also showed there to be significant positive correlations between CSE and computer experience, familiarity with computer software packages (which were significant predictors of CSE) and that owning a computer and computer training increased CSE. In addition, males showed significantly higher CSE than females. It is suggested that the scale may be used to identify individuals, in particular students, who will find it difficult to exploit a learning environment which relies heavily on computer technologies. Once identified, motivational and personal control issues can be addressed with these individuals.

Subfields: Gender Studies, Information Systems and Management, Media Technology

View Paper: https://www.semanticscholar.org/paper/0e1f88525add04594077a8e8ca3aa25e3ec9643c

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Citations in the corpus

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014, unknown): “Many other studies have found that women ’ s computer self-ef ﬁ cacy is lower than men ’ s (Cassidy & Eachus, 2002; Colbeck, Cabrera, & Terenzini, 2001; He & Freeman, 2010; Keup & Stolzenberg, 2004; Lee, 2003; Lips, 2004; Ogan, Robinson, Ahuja, & Herring, 2006; Salminen-Karlsson, 2009; Sax et al.,…”
Self-regulated learning in higher education: identifying key component processes (2011, background): “Empirical studies centred on measurable constructs such as learning style (Entwistle & Tait, 1996), academic self-efficacy (Cassidy & Eachus, 2002a) and student self-assessment (Cassidy, 2006), are likely to provide a major contribution towards the advancement of self-regulated learning research…”
Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school (2008, background): “…is quite consistent from the elementary school (Meelissen & Drent, in press; Mumtaz, 2001; Nelson & Cooper, 1997) to university (Busch, 1995; Cassidy & Eachus, 2002), and across international borders (Busch, 1995; in Norway; Durndell & Haag, 2002; in Romania; Makrakis & Sawada, 1996; in…”
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “An individual may exhibit high levels of self-efficacy within one domain, while at the same time exhibiting low levels of self-efficacy within another domain (Cassidy and Eachus 2002).”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “Studies that addressed research questions outside these themes were excluded (e.g., the interaction between gender and computer self-efficacy and/or development of computer self-efficacy scales; see Busch, 1995; Cassidy & Eachus, 2002).”
Conceptualizing and Testing a Social Cognitive Model of the Digital Divide (2011, background): “CSE is generally higher for males than for females (Cassidy and Eachus 2002, Cooper 2006).”
Assessing ‘inexperienced’ students' ability to self‐assess: exploring links with learning style and academic personal control (2007, methodology): “…beliefs and expectations for success (Virtanen et al., 2003) and between student perceptions of academic personal control and perceived academic proficiency (Cassidy & Eachus, 2000, 2002a)—and perhaps intuitive logic—the complete absence of any association with self-assessment skill is unexpected.”