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초등학생의 컴퓨터 활용과 자기효능감간의 관계 원문보기
(The) Relationship Between Elementary School Students' Computer Uses and Their Self-efficacy

  • 저자

    주은주

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    교육심리 및 공학전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iii, 89p.

  • 키워드

    초등학생 컴퓨터 활용 자기효능감;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168190&outLink=K  

  • 초록

    This study investigated elementary school children's use of computer; the spending or allocating time to computer use, and the purposes and ability of computer use. Also the present study examined the relationship between computer use and self-efficacy. Three hundred forty eight 6-th graders were extracted from six different elementary schools in Changwon, Kimhae, and Jinhae city. The Computer Use Questionnaire(CUQ) was designed in this study. The CUQ and self-efficacy scale were administered to the subjects. Statistical analyses were performed with SPSS 10.0. The major findings were as follows: First, In relation to the status of the computer uses by elementary school students in general, most students in average use computers for about two hours a day, at least 4 days a week. Second, as for the purposes of their computer uses, getting pleasure or amusement is the first-ranked purpose and other purposes are for their extra-class assignments, self-studies and making friends. Third, as for the computer uses according to the kinds of tasks, students use computers frequently for games, listening to music and e-mails in general. Fourth, the ability level of elementary school students in the computer use is generally high enough to use computers smoothly. Among the subordinate components of ability, the highest level is found in the area of the Internet use. Fifth, in regards to the relationship between the status of the computer use and the self-efficacy, students who use computers 4 to 5 days a week have higher level of self-confidence than those who use computers only one day a week. Students who use computers less than 30 minutes a day have higher level of self-efficacy and self-control efficacy and task difficulty as the sub-criteria of the self-efficacy than those who use computers more than 3 hours a day. Moreover, students who have experiences of more than 5 years in the computer use have higher level of self-efficacy and self-control efficacy and task difficulty as its sub-criteria than those who have experiences of less than 5 years. Sixth, the correlation is very low between the purposes of computer use and the self-efficacy. Self-efficacy in general has an affirmative correlation with the computer use for the purposes such as knowledge, information, extra-class assignments, and self-studies. On the contrary, the computer use for getting pleasure or amusement has a little negative correlation with the self-efficacy in general and the task difficulty in particular. Seventh, in terms of computer use according to the kinds of tasks, there is mid level of affirmative correlation between the word-processing for documents and self-efficacy. However, there is a very little negative correlation between playing computer games and the task difficulty as the subordinate criteria of self-efficacy. Eighth, there is mid level of correlation between computer use ability and self-efficacy in general. The computer use ability in general has a high level of correlation especially with the self-control efficacy among the sub-criteria of self-efficacy.


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