Current Research in Human and Computer Development - The Impact of Cognitive Theory on Human and Computer Development - page 20

is the role of motivation, anxiety, and self-efficacy in self-reported professional skills of
knowledge in computer maintenance?”
The participants were primarily white males ( n = 129) aged 18-75 years old from two
local community groups: (a) a social group and (b) a sports group made up of mostly work-
ing groups aged 25-55 years old. The methods used included (a) a twenty-item Likert-
type scale for motivation, (2) the State-Trait anxiety scale, and (3) Garcia and King's
self-efficacy scale. Results indicated with increased motivation, the levels of participation
and perseverance increased. Levels of self-efficacy increased as levels of participation in-
creased; higher levels of anxiety existed with less participation and perseverance for com-
puter education.
No generalizability exists because the participants were mostly male and from the same
geographic area. Bias among the sports club participants was possible because they self-
identified as being interested in computer education activities. Participants with a desire for
new career aspirations to bring about social change may be a target for future studies.
The calculation of a new computer career index is easy to obtain and individuals in col-
lege student computer learning centers can recruit study participants anxious to raise their
computer skills to a higher level. Butler and Mellor indicated motivation is a key factor in
computer career participation and perseverance. The Depth essay will include a discussion
of Butler and Mellor's notions regarding motivation and readiness for change in relation to
computer careers. Their ideas will add support to others' perspectives in the Depth essay as
well as in the Application project.
Chapman-Novakofski K. and J. Karduck. “Improvement in Knowledge, Social Cognitive
Theory Variables and Movement through Stages of Change after a Community-Based
Science and Technology Education Programs.” Journal for Science and Technology,
105 (2005): 1613-1616.
Chapman-Novakofski and Karduck (2005) reported the impact of an educational inter-
vention with known computer elites in a community setting. The intervention included
three lessons in computer career options with the intention to yield knowledge of altern-
ative choices within the restrictions of the field of study. The method involved a pre- and
posttest design, and the theoretical framework used included a combination of the social
cognitive and stages of change theories. Much of the course content is based on the self-
efficacy model in assisting communities to gain enough confidence and independence to
modify existing lifestyle habits to better adhere to preferred educational outcomes. Several
questions included a focus on self-efficacy in managing the educational path of humans,