大學(xué)英語教師計算機(jī)焦慮、網(wǎng)絡(luò)使用自我效能及計算機(jī)信念的關(guān)系研究
發(fā)布時間：2018-12-30 21:50
【摘要】：計算機(jī)焦慮是一個心理現(xiàn)象，指在當(dāng)個體使用計算機(jī)或者想到有關(guān)計算機(jī)使用技術(shù)時會有一種害怕、恐懼的體驗。國外在這方面己有很多的研究，，對計算機(jī)焦慮的生理表現(xiàn)、測量工具、治療方法等都有較深入的研究。有研究者發(fā)現(xiàn)計算機(jī)焦慮的發(fā)生率是相當(dāng)廣泛的，但只有少數(shù)人會出現(xiàn)嚴(yán)重的計算機(jī)焦慮。本研究的目的是調(diào)查大學(xué)英語教師的計算機(jī)焦慮水平、網(wǎng)絡(luò)自我效能感水平及計算機(jī)信念的狀況，并探究大學(xué)英語教師計算機(jī)焦慮、網(wǎng)絡(luò)自我效能感和計算機(jī)信念之間的關(guān)系及三者在性別層面是否存在差異。 本論文的研究方法主要是定量和定性相結(jié)合的研究方法，以定量研究為主。主要采用抽樣調(diào)查的方法，采用由計算機(jī)焦慮量表、網(wǎng)絡(luò)使用自我效能感量表及計算機(jī)信念量表組成的問卷收集數(shù)據(jù)，然后借助統(tǒng)計軟件SPSS17.0對數(shù)據(jù)進(jìn)行整理分析，主要進(jìn)行了描述性統(tǒng)計分析、獨立樣本t檢驗、相關(guān)分析和回歸分析等統(tǒng)計方法。同時，本文通過對六位參與調(diào)查問卷的教師進(jìn)行訪談來收集數(shù)據(jù)。 本文的主要研究結(jié)論如下： 大學(xué)英語教師普遍具有較低的計算機(jī)焦慮水平。眾多研究表明，計算機(jī)焦慮廣泛存在，但焦慮程度較輕，計算機(jī)焦慮嚴(yán)重者屬少數(shù)。本研究發(fā)現(xiàn)大學(xué)英語教師具有較低的計算機(jī)焦慮水平（M=2.21），男性教師的計算機(jī)焦慮水平稍低于女性教師的計算機(jī)焦慮水平。大學(xué)英語教師有較高的網(wǎng)絡(luò)使用自我效能感（M=4.01）及積極的計算機(jī)信念（M=3.84）。大學(xué)英語教師在性別層面上計算機(jī)焦慮水平?jīng)]有顯著差異，網(wǎng)絡(luò)自我效能男性教師顯著高于女性教師（t=-2.645*），計算機(jī)信念方面男性教師（M=28.21）比女性教師的態(tài)度（M=25.14）更為積極,具有顯著的差異（t=-4.689**）。大學(xué)英語教師的計算機(jī)焦慮與網(wǎng)絡(luò)自我效能感有顯著負(fù)相關(guān)關(guān)系（r=-343**），計算機(jī)信念與網(wǎng)絡(luò)自我效能感有顯著正相關(guān)關(guān)系（r=.027*）。計算機(jī)焦慮與計算機(jī)信念不存在顯著的相關(guān)關(guān)系。網(wǎng)絡(luò)自我效能感為自變量時可以有效預(yù)測計算焦慮。網(wǎng)絡(luò)自我效能感為自變量時可以有效預(yù)測計算機(jī)信念。 本研究的意義在于:本文探究了計算機(jī)焦慮、網(wǎng)絡(luò)使用自我效能感與計算機(jī)信念的關(guān)系，對降低英語教師的計算機(jī)焦慮，增強(qiáng)計算機(jī)使用效能和積極信念提出了基于數(shù)據(jù)支撐的建議。相比其他針對計算機(jī)焦慮、網(wǎng)絡(luò)自我效能感及計算機(jī)信念的宏觀研究，本論文將這三個因素細(xì)化為九個次級分類，通過對相關(guān)因素的細(xì)化分析，本論文發(fā)現(xiàn)了這三者之間更為具體的關(guān)系。有利于教師用更有效更具體的方法克服計算機(jī)焦慮，從而更好的利用計算機(jī)技術(shù)輔助英語教學(xué)，也有助于英語教師在信息技術(shù)背景下更好的專業(yè)化發(fā)展。 最后，本文指出了本研究的不足之處以及后續(xù)研究的方向。
[Abstract]:Computer anxiety is a psychological phenomenon in which individuals experience fear and fear when they use a computer or think of a computer-related technology. There has been a lot of research in this field abroad. The physiological manifestations of computer anxiety, measuring tools, treatment methods and so on have been deeply studied. Some researchers have found that the incidence of computer anxiety is quite widespread, but only a few people have severe computer anxiety. The purpose of this study is to investigate the level of computer anxiety, network self-efficacy and computer belief of college English teachers, and to explore the computer anxiety of college English teachers. The relationship between internet self-efficacy and computer belief and whether there are gender differences among them. The research methods of this thesis are mainly quantitative and qualitative. This paper mainly adopts the method of sample survey, adopts the questionnaire composed of computer anxiety scale, self-efficacy scale and computer belief scale, and then collates and analyzes the data with the help of statistical software SPSS17.0. Descriptive statistical analysis, independent sample t test, correlation analysis and regression analysis were carried out. At the same time, this paper collected data by interviewing six teachers who participated in the questionnaire. The main conclusions are as follows: college English teachers generally have a low level of computer anxiety. Many studies have shown that computer anxiety exists widely, but the degree of anxiety is less, and serious computer anxiety is a few. The present study finds that college English teachers have a lower level of computer anxiety (MU 2.21), and that the level of computer anxiety of male teachers is slightly lower than that of female teachers. College English teachers have a higher sense of self-efficacy in internet use (MU 4. 01) and positive computer beliefs (MJ 3. 84). There was no significant difference in the level of computer anxiety among college English teachers at the gender level. The online self-efficacy of male teachers was significantly higher than that of female teachers (t = -2.645 *). In terms of computer belief, male teachers (M ~ 28.21) were more active than female teachers (M _ (25.14), and there were significant differences (t ~ (-4.689) *). There is a significant negative correlation between computer anxiety and network self-efficacy (r-343 *), and a positive correlation between computer belief and network self-efficacy (r.027 *). There is no significant correlation between computer anxiety and computer belief. Network self-efficacy can effectively predict computational anxiety when it is an independent variable. Network self-efficacy can effectively predict computer belief when it is an independent variable. The significance of this study lies in: this paper explores the relationship between computer anxiety, the self-efficacy of Internet use and computer belief, in order to reduce the computer anxiety of English teachers. Suggestions for improving computer performance and positive beliefs based on data support are presented. Compared with other macro studies on computer anxiety, network self-efficacy and computer belief, this paper classifies these three factors into nine sub-categories, and analyzes the related factors in detail. This paper finds a more specific relationship between the three. It is helpful for teachers to overcome computer anxiety with more effective and concrete methods, and to make better use of computer technology to assist English teaching. It is also helpful for English teachers to develop more professionally under the background of information technology. Finally, this paper points out the shortcomings of this study and the direction of future research.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H319;G645.1
本文編號：2396204
[Abstract]:Computer anxiety is a psychological phenomenon in which individuals experience fear and fear when they use a computer or think of a computer-related technology. There has been a lot of research in this field abroad. The physiological manifestations of computer anxiety, measuring tools, treatment methods and so on have been deeply studied. Some researchers have found that the incidence of computer anxiety is quite widespread, but only a few people have severe computer anxiety. The purpose of this study is to investigate the level of computer anxiety, network self-efficacy and computer belief of college English teachers, and to explore the computer anxiety of college English teachers. The relationship between internet self-efficacy and computer belief and whether there are gender differences among them. The research methods of this thesis are mainly quantitative and qualitative. This paper mainly adopts the method of sample survey, adopts the questionnaire composed of computer anxiety scale, self-efficacy scale and computer belief scale, and then collates and analyzes the data with the help of statistical software SPSS17.0. Descriptive statistical analysis, independent sample t test, correlation analysis and regression analysis were carried out. At the same time, this paper collected data by interviewing six teachers who participated in the questionnaire. The main conclusions are as follows: college English teachers generally have a low level of computer anxiety. Many studies have shown that computer anxiety exists widely, but the degree of anxiety is less, and serious computer anxiety is a few. The present study finds that college English teachers have a lower level of computer anxiety (MU 2.21), and that the level of computer anxiety of male teachers is slightly lower than that of female teachers. College English teachers have a higher sense of self-efficacy in internet use (MU 4. 01) and positive computer beliefs (MJ 3. 84). There was no significant difference in the level of computer anxiety among college English teachers at the gender level. The online self-efficacy of male teachers was significantly higher than that of female teachers (t = -2.645 *). In terms of computer belief, male teachers (M ~ 28.21) were more active than female teachers (M _ (25.14), and there were significant differences (t ~ (-4.689) *). There is a significant negative correlation between computer anxiety and network self-efficacy (r-343 *), and a positive correlation between computer belief and network self-efficacy (r.027 *). There is no significant correlation between computer anxiety and computer belief. Network self-efficacy can effectively predict computational anxiety when it is an independent variable. Network self-efficacy can effectively predict computer belief when it is an independent variable. The significance of this study lies in: this paper explores the relationship between computer anxiety, the self-efficacy of Internet use and computer belief, in order to reduce the computer anxiety of English teachers. Suggestions for improving computer performance and positive beliefs based on data support are presented. Compared with other macro studies on computer anxiety, network self-efficacy and computer belief, this paper classifies these three factors into nine sub-categories, and analyzes the related factors in detail. This paper finds a more specific relationship between the three. It is helpful for teachers to overcome computer anxiety with more effective and concrete methods, and to make better use of computer technology to assist English teaching. It is also helpful for English teachers to develop more professionally under the background of information technology. Finally, this paper points out the shortcomings of this study and the direction of future research.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H319;G645.1
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