This study was conducted to investigate the relationship between African American adult students’ computer, Internet, and academic self-efficacy, and their attitudes toward computers, in technology-supported environments. The study examined whether computer and Internet self-efficacy differed between students with high and low levels of user attitude and computer anxiety. Correlations between academic self-efficacy and computer and Internet self-efficacy were also explored. Participants included adult students who were enrolled in face-to-face and online courses at a university in the southern United States. Quantitative approaches (i.e., MANOVA, correlation, and regression) were used to analyze the collected data. Results indicated that adult students showed a higher level of confidence in performing basic computer or software skills and Internet browsing actions in comparison to advanced computer skills or Internet tasks (e.g., tasks related to encrypting/decrypting and system manipulation). Computer and Internet self-efficacy significantly differed between learners with high and low levels of attitudes toward computers. Positive correlations were found between computer self-efficacy, Internet self-efficacy, and academic self-efficacy. Both computer self-efficacy and Internet self-efficacy were significant predictors of academic self-efficacy.

中文翻译：

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探索非洲裔美国人成年学习者的计算机，互联网和学术自我效能以及技术支持环境中态度变量之间的关系

这项研究的目的是调查在技术支持的环境中，非洲裔美国成年人学生的计算机，互联网和学术自我效能之间的关系，以及他们对计算机的态度。该研究调查了用户态度和计算机焦虑程度高低的学生之间的计算机和互联网自我效能是否存在差异。还探讨了学术自我效能与计算机和互联网自我效能之间的关系。参加者包括在美国南部一所大学参加面授和在线课程的成年学生。定量方法（即，MANOVA，相关性和回归）用于分析收集的数据。结果表明，与高级计算机技能或Internet任务（例如，与加密/解密和系统操作有关的任务）相比，成年学生对执行基本的计算机或软件技能以及Internet浏览操作表现出更高的信心。对于计算机态度高低的学习者之间，计算机和互联网的自我效能显着不同。在计算机自​​我效能，互联网自我效能和学术自我效能之间发现正相关。计算机自我效能感和互联网自我效能感都是学术自我效能感的重要预测指标。对于计算机态度高低的学习者之间，计算机和互联网的自我效能显着不同。在计算机自​​我效能，互联网自我效能和学术自我效能之间发现正相关。计算机自我效能感和互联网自我效能感都是学术自我效能感的重要预测指标。对于计算机态度高低的学习者之间，计算机和互联网的自我效能显着不同。在计算机自​​我效能，互联网自我效能和学术自我效能之间发现正相关。计算机自我效能感和互联网自我效能感都是学术自我效能感的重要预测指标。