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This study investigated the relationship between graduate education students' achievement- and value-related motivational beliefs about Internet usage and five groups of Internet-related perceptions: (1) perceived likelihood of using the Internet under differential access to Internet resources; (2) perceived likelihood of using the Internet for different educational purposes; (3) perceived likelihood of using the Internet for career needs; (4) perceived likelihood of using the Internet for personal needs; (5) perceived Internet self-efficacy. Achievement-related beliefs were examined within a motivational framework used to describe graduate education students, perceived experience and success of using the Internet. Value-related beliefs were constructed from six measures for which the Internet would be valuable: personal needs, future career goals, your partner, your dependents, your students, and society in general. The sample consisted of 30 graduate education students enrolled in the Master of Education programme at the University of Windsor. A questionnaire administered to students in the graduate programme served as the data collection instrument. Educators perceived the Internet to be most valuable for their dependents and society, and surprisingly least valuable for their students and personal needs. (Abstract shortened by UMI.) Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1998 .W44. Source: Masters Abstracts International, Volume: 39-02, page: 0321. Adviser: David Kellenberger. Thesis (M.Ed.)--University of Windsor (Canada), 1998.
Whelan, Mark Dennis., "Graduate education student beliefs related to Internet usage." (1998). Electronic Theses and Dissertations. 2244.