Computer self-efficacy beliefs of preservice teachers: Implementation of a concurrent mixed-model.

Date of Award


Publication Type

Master Thesis

Degree Name





Education, Technology.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


This aim of this concurrent nested mixed-model study was to examine the computer self-efficacy beliefs of 210 preservice teachers. The quantitative component consisted of the Computer User Self-Efficacy (CUSE) scale that examined the relationship between computer self-efficacy and gender, age, ethnic origin, previous undergraduate degree, licensure area, software packages use, computer experience, training, ownership and socioeconomic status of preservice teachers. Students' previous undergraduate degree, licensure area, experience and familiarity with software packages were found to have a statistically significant effect on computer self-efficacy. The qualitative data indicated that society and school were the most positive factors that influenced preservice teachers' attitudes towards computers, while the family had the highest percentage of negative influence. The findings revealed that although preservice teachers had completed only two months of the program, those with higher CUSE scores were more ready to integrate computers into their lessons than those with lower scores. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2006 .M36. Source: Masters Abstracts International, Volume: 45-01, page: 0070. Thesis (M.Ed.)--University of Windsor (Canada), 2006.