scholarly journals Achievement of learning in computer environments: Self-efficacy, goals and cognitive style

2014 ◽  
Vol 31 (3) ◽  
pp. 475-494 ◽  
Author(s):  
Omar López Vargas ◽  
Luis Bayardo Sanabria Rodríguez ◽  
Marlene Sanabria Español
Keyword(s):  
Cognitive Style ◽  
Self Efficacy ◽  
Computer Environments

scholarly journals Financial Self-Efficacy and Disposition Effect in Investors: The Mediating Role of Versatile Cognitive Style

2019 ◽  
Vol 9 ◽  
Author(s):  
Song Tang ◽  
Shimin Huang ◽  
Jia Zhu ◽  
Rui Huang ◽  
Zilong Tang ◽  
...  
Keyword(s):  
Cognitive Style ◽  
Self Efficacy ◽  
Disposition Effect ◽  
Mediating Role

scholarly journals Being Successful in a Creative Profession: The Role of Innovative Cognitive Style, Self-Regulation, and Self-Efficacy

2011 ◽  
Vol 27 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Flora Beeftink ◽  
Wendelien Van Eerde ◽  
Christel G. Rutte ◽  
J. Will M. Bertrand
Keyword(s):  
Cognitive Style ◽  
Self Efficacy ◽  
Self Regulation ◽  
Innovative Cognitive Style

Toward Understanding Student Differences in a Computer Skills Course

1996 ◽  
Vol 14 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Philip A. Houle
Keyword(s):  
High School ◽  
Cognitive Style ◽  
Self Efficacy ◽  
Computer Anxiety ◽  
Computer Skills ◽  
Demographic Characteristics ◽  
Detailed Knowledge ◽  
Computer Attitude ◽  
School Programming ◽  
Computer Self Efficacy

Effective teaching in an introductory computer skills course requires detailed knowledge about the students in the class. Differing characteristics in students may provide opportunities for or create impediments to significant learning. This study examines various characteristics of students enrolled in a computer skills course. Demographic characteristics include demographic variables gender, college major, high school computer courses, and other prior computer experiences. Other characteristics of the students examined are computer self-efficacy, computer attitude, computer anxiety, and cognitive style. Each of these is defined in terms of four established measures and is compared with the demographic characteristics and with each other. This study shows that gender and high school programming classes seem not to differentiate student scores on the four measures. On the other hand, high school spreadsheet courses, high school database courses, ownership of a computer, and having worked with a computer in a job do differentiate student scores in computer self-efficacy, computer anxiety, and computer attitude. Student cognitive style appears to be independent of most characteristics.

Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

2017 ◽  
Vol 20 (3) ◽  
pp. 264-277 ◽  
Author(s):  
Omar López-Vargas ◽  
Leydy Duarte-Suárez ◽  
Jaime Ibáñez-Ibáñez
Keyword(s):  
Cognitive Style ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Education Institution ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Content ◽  
Embedded Figures Test ◽  
Performance Area ◽  
Computer Self Efficacy

The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers’ performance area on self-efficacy and TPACK. In total, 208 teachers from a public education institution in Valle de Tenza, Boyacá, Colombia, participated in the study. The Embedded Figures Test (EFT), self-efficacy, and TPACK tests were applied. A correlations analysis and an analysis of variance (ANOVA) were performed. The results showed significant associations between cognitive style, self-efficacy, technological knowledge, and TPACK. In addition, they evidenced the existence of significant differences in self-efficacy, technological knowledge, and TPACK, according to the performance area and cognitive style.

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