Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes

Kuo-Ting Huang; Christopher Ball; Shelia R. Cotten; LaToya O’Neal

Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes

Huang, Kuo-Ting ^[1] ; Ball, Christopher ^[2] ; Cotten, Shelia R. ^[3] ; O’Neal, LaToya ^[4]
1. [1] Ball State University
  
  Ball State University
  
  Township of Center, Estados Unidos
2. [2] University of Illinois at Urbana Champaign
  
  University of Illinois at Urbana Champaign
  
  Township of Cunningham, Estados Unidos
3. [3] Michigan State University
  
  Michigan State University
  
  City of East Lansing, Estados Unidos
4. [4] University of Florida
  
  University of Florida
  
  Estados Unidos
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Localización: Social Inclusion, ISSN-e 2183-2803, Vol. 8, Nº. 2, 2, 2020 (Ejemplar dedicado a: Digital Inclusion Across the Globe: What Is Being Done to Tackle Digital Inequities?), págs. 213-221
Idioma: inglés
DOI: 10.17645/si.v8i2.2612
Enlaces
- Texto completo
Resumen
- The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.
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