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In this study, the Computer Attitude Measure (CAM) was administered to 383 student teachers to assess three relatively distinct dimensions of computer attitudes: cognitive, affective and behavioral. The alpha coefficients for each subscale (cognitive (α = .87), affective (α = .89), behavioral (α = .94) showed a high degree of internal reliability. The principal component factor analysis supported the a priori assumption that the three subscales were independent. Finally, significant positive correlations (p < .001) of all subscales with a high degree of computer literacy and experience, and an internal locus of control, supported the external validity of the Computer Attitude Measure (CAM).
Robin Kay (Thu,) studied this question.
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