The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.

中文翻译：

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有效经验：青年学生技术自我效能和STEM态度的社会认知分析

随着技术在日常生活中的作用，计算机技能的发展以及计算机自我效能的重要性日益提高。童年是这些技能发展的关键时刻，因为早期的不平等可能会严重影响未来的生活结果。在旨在改善数字包容性的计算机干预的背景下，我们假设学生的积极学习经验（概念化为他们的计算机使用）和替代学习经验（概念化为对老师的计算机使用的感知）与以下方面的发展有关：感知的技术功效和STEM（科学，技术，教育和数学）态度。数据来自美国东南部城市学区的小学生样本。结果表明，他们的直接经历和他们对老师使用计算机的感知都对学生的技术效能和STEM态度有很大的影响，而前者是检验结果的更强预测指标。研究结果表明，旨在改善数字包容性的计划应强调学生的直接学习经验，这将在以后提高他们对STEM领域的态度。