International Journal of Applied Management Education and Development (ISSN: 1742-2639) Volume 1 Issue 3
For the rapidly development of computer and information technologies, the relevant computer courses has become the fundamental curriculum in Taiwanese educational systems. The purpose of this paper was to discuss learning contingency factors that influence vocational and technology students’ learning attitudes toward computer courses. Two groups of factors, internal learning motivation and external learning environments, were defined as the learning contingency factors. The former group included interest, employment, and trend variables, and the latter was consisted of two variables, home and school. Through an intermediate variable, computer use, a causal model was constructed to analyze how the learning contingency factors influenced students’ learning attitudes which were measured by two indicators, self-efficacy and anxiety. As an empirical study, 235 valid vocational and technology institute students were sampled in Taiwan. The results indicated that the interest motivation had direct (the most significant) effect on subjects’ learning attitudes, so did the school environment, employment, and trend variables, but the last one was a negative effect. The home environment did not directly affect the subjects’ learning attitudes, but indirectly affected subjects’ attitudes through computer use. The interest motivation also had an indirect effect on learning attitudes. The results could provide useful information for students and teachers in learning and teaching computer courses.
Keywords: learning motivation, attitudes toward computer use, computer self-efficacy, anxiety