Edited by Dr. Lynne Schrum, University of Georgia
formerly Journal of Research on Computing in Education

Volume 35 Number 4 Summer 2003

Computer-Related Control Beliefs and Motivation: A Panel Study
Astrid M. Sølvberg
Norwegian University of Science and Technology,
Trondheim, Norway

Abstract
Computer-related control beliefs and motivation were measured in a sample of 103 lower secondary school students at a school that had just launched a computer enhancement programme for both its staff and students. Control beliefs were conceptualized as a composite of contingency and competence beliefs. Motivation was defined as interest / liking of computer usage. Survey responses were collected three times at six-month intervals. The results demonstrate that there was a steady increase in the students’ control beliefs, whereas their motivation to use computers was reasonably high and resistant to change. Findings from the study suggest that sound pedagogical practices and an environment where new technology is fully implemented across the curriculum can promote gender inclusion so that male and female students report equal levels of computer-related control beliefs and motivation.

Contributors
The author was born in Trondheim, Norway. This research is part of her doctoral thesis in Education at the Norwegian University of Science and Technology, Trondheim, Norway (NTNU). After completing her masters in education, at NTNU in 1993, she worked as a special education teacher and counsellor in elementary and lower secondary school, and as a researcher on a large-scale longitudinal research project concerning special education at NTNU. She has also taught courses in the use of computer programmes for statistical analysis at NTNU, and is currently teaching pedagogy at the Teacher College of Education in Trondheim.

Contact
Astrid M. Sølvberg
Department of Education / Laboratory for ICT and Learning
Norwegian University of Science and Technology
NO-7491 Dragvoll
Norway
astrid.solvberg@svt.ntnu.no

Copyright © 2003, ISTE (International Society for Technology in Education). All rights reserved.