David McIlroy

The relation of gender and background experience to self-reported computing anxieties and cognitions

Gender and background characteristics were assessed in a sample of undergraduate social science students in relation to computing anxieties and attitudes as measured by the Computer Anxiety Rating Scale and Computer Thoughts Surveys. In contrast to previous studies the present study assessed individual factors from the two measures rather than total scale scores, and used a wider range of background measures to evaluate their impact on computing attitudes. Results indicate that gender differences may be more likely to persist, even with controlling variables, if responses are examined at factor rather than scale level. Students who had regular access to computing facilities developed more positive attitudes but had no advantage in anxiety. In contrast a positive first experience in computing appeared to alleviate anxiety but gave no primacy in positive attitudes. A previously successful computing background was not strongly or consistently related to positive computing attitudes, but the characteristics of the initial computer instructor may have negative consequences for some students.

An evaluation of the factor structure and predictive utility of a test anxiety scale with reference to students' past performance and personality indices

BACKGROUND Scales of test anxiety have developed in parallel with the evolution of the test anxiety construct. A recently refined version of the Revised Test Anxiety scale offers the prospect of independently assessing different test anxiety factors. AIMS The study aims to ascertain if the four-factor structure of the RTA scale found in Egyptian and American samples can be replicated in an Irish sample, and to examine the comparative predictive utility of cognitive and emotionality factors in relation to examination performance. The study also examines whether results support an Interference or Deficits Model of test anxiety, and assesses the relationship of test anxiety to personality variables believed to be relevant to academic performance. SAMPLE The participants were 117 male and female psychology students from the University of Ulster. Their average age was 23 years. METHOD Data were analysed using correlation analysis, multiple regression, factor analysis and ANOVA. Examination performance was the criterion variable; predictor variables were the four factors of test anxiety, three personality measures and previous examination performance. RESULTS Four-factor test anxiety invariance across diverse population is supported by the model in the analysis. Cognitive factors are significant negative predictors of performance. The data do not support either an Interference or Deficits Model of test anxiety, and personality factors, especially self-efficacy, were significantly (negatively) related to test anxiety. CONCLUSIONS The two cognitive factors have emerged as the most substantial negative predictors of examination performance. Attention to these factors and to relevant personality indices are commended as a potentially fruitful strategy for remedial intervention.

The factor structure of the Computer Anxiety Rating Scale and the Computer Thoughts Survey

The Computer Anxiety Rating Scale and the Computer Thoughts Survey were administered to 661 students enrolled on undergraduate programmes in five different universities. A covariance matrix and an asymptotic weight matrix for each scale were computed from the sample data using PRELIS2. Two factor models were specified and estimated by maximum likelihood using LISREL8. The results revealed that the three-factor model of the Computer Anxiety Rating Scale was judged to be a poor explanation of the data. On this basis it may be suggested that the use of the sub-scale scores derived from the Computer Anxiety Rating Scale may lack validity. The three-factor model of the Computer Thoughts Survey was judged to be an acceptable description of the data. The factor analysis further revealed that the factor loadings were positive and statistically significant. The results suggest that the proposed factor structure of the Computer Thoughts Survey was consistent with the sample data

Three religious orientations and five personality factors: an exploratory study among adults in England

In order to explore the power of the five-factor model of personality to explain individual differences recorded on measures of the three religious orientations, a sample of 198 adults in England completed established measures of the three religious orientations (intrinsic, extrinsic, and quest) and the big five personality factors (neuroticism, extraversion, openness, agreeableness, and conscientiousness). The data demonstrated that individual differences in the three religious orientations were largely independent of the five personality factors, apart from a significant positive correlation between intrinsic religiosity and agreeableness. These findings support Piedmonts contention that religiosity is largely independent of personality when personality is operationalised in terms of the big five factors.

Anxiety in recovery from severe burn injury: An experimental comparison

Abstract Adjustment to burn injury is a slow process that often results in high distress and anxiety. This study aimed to investigate the impact on anxiety of viewing various types of photographic stimuli (including burn injuries), comparing a burn-injured and control sample. An experimental design was used comparing those recovering from a burn injury with age- and gender-matched controls. Thirty participants from a burns support group and their matched controls were asked to complete a trait anxiety measure (STAI Y-2). Participants then completed the state anxiety measure (STAI Y-1) after viewing different types of photographic stimuli (burn injuries, uninjured body parts, neutral) under controlled experimental conditions. Results demonstrated significant differences in anxiety levels between groups with respect to trait anxiety and state anxiety after each experimental condition. Age of injury was also found to be a significant influence over trait anxiety. A significant effect of experimental condition was found, as was a significant interaction between group and condition. Those with burn injuries were more anxious than controls—a difference that was further exaggerated when participants viewed photographs of burned or uninjured body parts in an experimental setting.

Application of Formalised Developmental Feedback for Feed-Forward to Foster Student Ownership of the Learning Process

There has been considerable criticism of assessment methods because of inconsistencies across modules and a focus on the measurement of learning rather than assessment for learning. The aim of the current study was to formalise the process of assessment feedback to feed-forward, and assess the impact on student learning. A cohort of undergraduate students (N = 33) took part in a test-retest study on coursework assessment across 2 consecutive modules. They were assessed using generic academic criteria and instructed to use the grid from the previous feedback as a checklist to inform any amendments to their work. Findings demonstrated statistically significant improvements across 4 out of 5 domains of generic criteria, which improved the overall quality of the work. Active use of a consistent generic marking grid across modules enabled students to learn from feedback and apply that learning appropriately.

Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks

Abstract Efficiency gains arising from the use of electronic marking tools that allow tutors to select comments from a statement bank are well documented, but how students use this type of feedback remains under explored. Natural science students (N = 161) were emailed feedback reports on a spreadsheet assessment that included an invitation to reply placed at different positions. Outcomes suggest that students either read feedback completely, or not at all. Although mean marks for repliers (M = 75.5%, N = 39) and non-repliers (M = 57.2%, N = 68) were significantly different (p < .01), these two groups possessed equivalent attendance records and similar submission rates and performances in a contemporaneous formatively assessed laboratory report. Notably, average marks for a follow-up summative laboratory report, using the same assessment criteria as the formative task, were 10% higher for students who replied to the original invite. It is concluded that the repliers represent a group of assessment literate students, and that statement bank feedback can foster learning: a simple ‘fire’ analogy for feedback is advanced that advocates high-quality information on progress (fuel) and a curricular atmosphere conducive to learning (oxygen). However, only if students are assessment literate (ignition) will feedback illuminate.

Measurement Invariance of the Digital Natives Assessment Scale across Gender in a Sample of Turkish University Students.

With reference to the digital natives’ debate, there is a gap on digital natives’ characteristics. To fill this gap, the Digital Natives Assessment Scale was developed to measure students’ assessment of the degree to which they perceived themselves to possess the attributes of digital natives. The scale was developed within the Turkish language and requires further validation in cross-cultural adaptation processes. Moreover, to ensure scale validity, empirical investigation to test for invariance across different subgroups is required to engender confidence in the generalizability of the measure. This study aimed to provide initial validation of the Turkish Digital Natives Assessment Scale as a current measure for preservice teachers and to examine scale invariance across gender given that gender has been identified as an important contextual factor when studying digital natives’ characteristics and use of digital technology. Confirmatory factor analyses and measurement invariance analyses across gender for cross-validation were performed. The confirmatory factor analysis results showed that a four-factor structure was confirmed for female and male preservice teachers together and female and male preservice teachers separately. In relation to measurement invariance, the results of the current study indicated support for configural invariance, metric invariance, and scalar invariance by gender.

Intrapair Similarity of Computer Self-Efficacy in Turkish Adolescent Twins.

The purpose of this study is to investigate genetic and environmental influences on computer self-efficacy. A total of 165 Turkish twin-pairs participated in the study. Participants’ mean age was 12.45 (SD = 1.82). The results of paired t-test comparisons showed no significant differences in monozygotic, and both same-sex and opposite-sex dizygotic twin-pairs’ levels of computer self-efficacy. Correlations were calculated to test intrapair similarity for computer self-efficacy. The monozygotic correlation for computer self-efficacy was .443 and the same-sex dizygotic correlation was .472, suggesting no genetic contribution to computer self-efficacy but providing support for environmental influences. Interpretations of results and potential directions for future research are presented.

How teachers’ personality affect on their behavioral intention to use tablet PC

Purpose The purpose of this paper is to explore the effects of personality traits on teachers’ technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.