大学英语教师计算机焦虑、网络使用自我效能及计算机信念的关系研究
发布时间：2018-12-30 21:50
【摘要】：计算机焦虑是一个心理现象，指在当个体使用计算机或者想到有关计算机使用技术时会有一种害怕、恐惧的体验。国外在这方面己有很多的研究，，对计算机焦虑的生理表现、测量工具、治疗方法等都有较深入的研究。有研究者发现计算机焦虑的发生率是相当广泛的，但只有少数人会出现严重的计算机焦虑。本研究的目的是调查大学英语教师的计算机焦虑水平、网络自我效能感水平及计算机信念的状况，并探究大学英语教师计算机焦虑、网络自我效能感和计算机信念之间的关系及三者在性别层面是否存在差异。 本论文的研究方法主要是定量和定性相结合的研究方法，以定量研究为主。主要采用抽样调查的方法，采用由计算机焦虑量表、网络使用自我效能感量表及计算机信念量表组成的问卷收集数据，然后借助统计软件SPSS17.0对数据进行整理分析，主要进行了描述性统计分析、独立样本t检验、相关分析和回归分析等统计方法。同时，本文通过对六位参与调查问卷的教师进行访谈来收集数据。 本文的主要研究结论如下： 大学英语教师普遍具有较低的计算机焦虑水平。众多研究表明，计算机焦虑广泛存在，但焦虑程度较轻，计算机焦虑严重者属少数。本研究发现大学英语教师具有较低的计算机焦虑水平（M=2.21），男性教师的计算机焦虑水平稍低于女性教师的计算机焦虑水平。大学英语教师有较高的网络使用自我效能感（M=4.01）及积极的计算机信念（M=3.84）。大学英语教师在性别层面上计算机焦虑水平没有显著差异，网络自我效能男性教师显著高于女性教师（t=-2.645*），计算机信念方面男性教师（M=28.21）比女性教师的态度（M=25.14）更为积极,具有显著的差异（t=-4.689**）。大学英语教师的计算机焦虑与网络自我效能感有显著负相关关系（r=-343**），计算机信念与网络自我效能感有显著正相关关系（r=.027*）。计算机焦虑与计算机信念不存在显著的相关关系。网络自我效能感为自变量时可以有效预测计算焦虑。网络自我效能感为自变量时可以有效预测计算机信念。 本研究的意义在于:本文探究了计算机焦虑、网络使用自我效能感与计算机信念的关系，对降低英语教师的计算机焦虑，增强计算机使用效能和积极信念提出了基于数据支撑的建议。相比其他针对计算机焦虑、网络自我效能感及计算机信念的宏观研究，本论文将这三个因素细化为九个次级分类，通过对相关因素的细化分析，本论文发现了这三者之间更为具体的关系。有利于教师用更有效更具体的方法克服计算机焦虑，从而更好的利用计算机技术辅助英语教学，也有助于英语教师在信息技术背景下更好的专业化发展。 最后，本文指出了本研究的不足之处以及后续研究的方向。
[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.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G645.1
本文编号：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.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G645.1
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