Research Article

The Role of Computer Self-Efficacy in High School Students’ E-Learning Anxiety: A Mixed-Methods Study

Zeinab Azizi 1 , Afsheen Rezai 1 , Ehsan Namaziandost 2 3 * , Shouket Ahmad Tilwani 4
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1 Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd City, lran2 University of Applied Science and Technology, Khuzestan, Ahvaz, Iran3 Mehrarvand Institute of Technology, Abadan, Iran4 Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia* Corresponding Author
Contemporary Educational Technology, 14(2), April 2022, ep356, https://doi.org/10.30935/cedtech/11570
Published: 17 January 2022
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ABSTRACT

E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.
Keywords: computer self-efficacy, e-learning anxiety, content analysis, high school students, online classes

CITATION (APA)

Azizi, Z., Rezai, A., Namaziandost, E., & Ahmad Tilwani, S. (2022). The Role of Computer Self-Efficacy in High School Students’ E-Learning Anxiety: A Mixed-Methods Study. Contemporary Educational Technology, 14(2), ep356. https://doi.org/10.30935/cedtech/11570

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