Volume 5, Issue 3 (Vol 5, No 3 (17) 2024)
2024, 5(3): 53-62 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Yekta M R. (2024). Investigating the Mediating role of Computer Anxiety in the Relationship between Self-Efficacy and Academic Performance of 7-12 Year Old Students. Early Childhood Health And Education. 5(3), : 5
URL: http://jeche.ir/article-1-168-en.html
URL: http://jeche.ir/article-1-168-en.html
Khourasgan (Isfahan) Branch
Abstract: (394 Views)
Background and Aim: The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education. Methods: The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software. Results: What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05). Conclusion: Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools
Article number: 5
Keywords: Virtual education, lived experience, psychological therapy, design, children with neurodevelopmental disorder, school.
Type of Study: Research |
Subject:
Special
Received: 2023/10/5 | Accepted: 2024/05/14 | Published: 2024/05/24
Received: 2023/10/5 | Accepted: 2024/05/14 | Published: 2024/05/24
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
