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Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes

Author

Listed:
  • Kuo-Ting Huang

    (Department of Journalism, Ball State University, USA)

  • Christopher Ball

    (Department of Journalism, University of Illinois at Urbana-Champaign, USA)

  • Shelia R. Cotten

    (Department of Media & Information, Michigan State University, USA)

  • LaToya O’Neal

    (Department of Family, Youth and Community Sciences, University of Florida, USA)

Abstract

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.

Suggested Citation

  • Kuo-Ting Huang & Christopher Ball & Shelia R. Cotten & LaToya O’Neal, 2020. "Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes," Social Inclusion, Cogitatio Press, vol. 8(2), pages 213-221.
    • Handle: RePEc:cog:socinc:v8:y:2020:i:2:p:213-221
    DOI: 10.17645/si.v8i2.2612
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