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Interactive Effects of Goal Setting and Self-efficacy in Computer Skill Acquisition of Preservice Teachers
PROCEEDINGS

, , Florida State University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study was to examine how the different types of goal setting interact with the levels (high versus low) of students' initial self-efficacies on posttest self-efficacy and self-evaluation in the computer skill acquisition for college students. 2x2 factorial design was applied to this study. For the types of goal setting, were applied the process goal setting group (PC-Group) and product goal setting group (PD-Group). Students were subdivided into the High and Low levels in according to their initial self-efficacy measured before the experiment. Results of this study revealed that there was a significant interaction between types of goal and levels of initial self-efficacy on computer skill acquisition on the posttest self-efficacy.

Citation

Hu, H. & Ryu, J. (2004). Interactive Effects of Goal Setting and Self-efficacy in Computer Skill Acquisition of Preservice Teachers. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4116-4123). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2022 from .

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