Information communication technology self-efficacy and correlation of ICT stress
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Date
2010-12-16
Authors
Alahakoon, C. N. K.
Journal Title
Journal ISSN
Volume Title
Publisher
University of Peradeniya
Abstract
Introduction
Information communication technologies (ICT) are effecting revolutionary changes in the way information is stored, retrieved and disseminated. To handle these new technologies within the library, there should be certain ICT capabilities that have to be acquired by the undergraduates. The university libraries spend large amounts of money to acquire the relevant JCT equipment to provide effective and efficient services to users. Support has been provided in setting up the necessary networked infrastructure by providing the requisite hardware and software and further the iT training in the facuIties. However, many studies have proved that, the ICT usage of the undergraduates in Arts/ Social Sciences and Humanities are poor when finding information. Some students are reluctant to use ICT systems as they consider it to be time consuming, unreliable and some users are frightening to advent to new technology. To improve.the ICT usage, it is necessary to study self-efficacy level of ICTusage and their level of ICT stress among the undergraduates in the universities.
The self-efficacy is "the belief one has the capability to perform a specific task" (Bandura, 1997). The following research studies done by Compueau and Higgings, 1995; Compeau et a!. 1999; Eastin and LaRose, 2000; Dumdell and Haag, 2002; Thatcher and Perrewe, 2002 and Sam et a!., 2005; tried to identify the computer self-efficacy and the anxiety or the levelof the stress as these two factors are inter- dependent.
Materials and Methods
The design of this research study has been based on survey and questionnaire was used as a research instrument to collect data. According to the simple random sampling method 321 Special- final Year undergraduates of Arts/ Social Sciences and Humanities from University of Peradeniya (212) and University of Ruhuna (\09) were selected. An Information Communication Technology Self-efficacy (ICTSE) scale was prepared according to Bandura's self-efficacy theory which assess the Computer self- efficacy (Cli), Online Public Access Catalogue Self-efficacy (OPAC) and the Internet Self-efficacy (lNT). A hypothesis was developed and tested by using these two scales HI: The higher the individual's ICT self-efficacy, the lower his/her ICT stress.
Results and Discussion
The 25 items of ICT self-efficacy scale and 15 items of ICT stress scale was tested and the feedback was received from (n=\OO) undergraduates to refine the questionnaire; each item preceded with the phrase "I feel confident ... ".
Then the total item correlation in each constructs and the alpha value u for the items assessed to know the reliability of the items. For the final study, 22 ICT self-efficacy items and 15 stress scale items was used.
Table 1: Reliability analysis
The items which have item-total correlations less than 0.50 were dropped from the scale. Table 1- scales of ICT Self-efficacy (lCTSE) and ICT Stress (ICTSS) show the number of selected items for the final questionnaire and their high reliability. For the ICTSE scale. item correlation and alpha (a= .520 - .775), Cronbach's alpha ifitem deleted is 0.945. For the ICTSS scale item correlation and alpha (a= .506 - .857), Cronbach's alpha if item deleted is 0.898.
Table 2.1 Group analysis of the t-test
Table 2.1 indicated that the mean of these two scales. There is a mean difference between ICTSE scale in these two universities but no such differences in the ICTSS scale in the PDN and RUH universities. The level of the ICTSS is less than even the middle level (75) in both the universities.
Table 2.2: t-test for Difference to a Significant Level
According to Table 2.2 the statistical test of significance level was indicated. The ability of the Information Communication Self-efficacy is significant and indicated as P-value .000. The analysis regarding the ICT Stress Scale, it is not significant as indicated by .483 of2-tailed analysis.
Table 3: Correlations Coefficients of each Subscales
Correlations Coefficients between subscales of the ICTSE such as CE, OPAC, INT and the scale of ICTSS are indicated in the table 3 of this study. The correlations between the three subscales of the ICTSE and ICTSS scale scores were highly significant at the P<O.O1 level (2- tailed). According to the results depicted in the table 3, it is obvious that, a significant negative influence on ICT stress with all other subscales .
Conclusion The findings of this study provide very significant difference of ICT self-efficacy of the undergraduates who involved from University of Peradeniya and University of Ruhuna. Regarding the ICTSS, the two universities have less amount of stress level and it is even less than the half of the mean of the stress scale. Therefore, the less stress level indicated that there are no significant differences among undergraduates in these two universities.
The correlation coefficients of the study indicated that, ICTSE demonstrated a direct, statistically significant, negative relationship with ICTSS; -.350** (H I: P <0.0 I). This has been proved that, lower ICT stress would correlate positively with higher ICT self-efficacy, supporting the above research Hypothesis (Table 4).
Table 4: Correlations Coefficients of ICTSE and ICTSS Correlations ICfSE ICTSS
The studies done by Compueau and Higgings, 1995; Compeau et al, 1999; Eastin and LaRose, 2000; Durndell and Haag, 2002; Thatcher and Perrewe, 2002 and Sam et al., 2005; also have revealed that, the Internet self-efficacy with Internet stress and computer self-efficacy with computer anxiety are negatively correlated with each other subscales. This can be elaborated further by the hypothesis; "The higher the individual's ICT self-efficacy, the low~ his/her ICT stress".
References
Bandura, A. (I 997). Self-efficacy: The Exercise of Control. New York: W. H. Freeman.
Durndell, Alan and Haag, Zsolt. (2002). Computer Self efficacy, Computer Anxiety, Attitudes Towards the Internet and Reported Experience with the Internet, by Gender, in an East European Sample. Computers in Human Bahavior, 18, 521-535.
Eastine, Matthew S. and LaRose, Robert. (2000 September). Internet Self- efficacy and the Psychology of the Digital Divide. Journal of Computer Mediated Communication (JCMC), 6 (1). Karsten, Rex and Roth, Roberta M. (I 998). Computer Self-efficacy: A Practical Indicator of Student .-!Computer Competency in Introductory IS Courses. Information Science, I (3), 61-68.
Sam, Hong Kian., Othman, Ekhasan Abang., and Nordin, Zaimuarifuddin Shukri. (2005). Computer Self- efficacy, Computer Anxiety, and Attitudes Toward the Internet: A study Among Undergraduates in Unimas. Educational Technology & Society, 8 ($), 205-219.
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Citation
Peradeniya University Research Session PURSE -2010, Proceeding and Abstracts, University of Peradeniya, Sri Lanka, Vol.15, 16th December, 2010, PP. 868-870