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This review examines the definition, measurement and correlates of computer anxiety as provided in available research to date. A selected review of the general anxiety construct and its measurement provides a framework for considering computer anxiety. Test anxiety and math anxiety are discussed briefly as specific anxiety manifestations with potential similarities, particularly as they relate to the educational context. Five studies are identified and discussed for their contributions to an understanding of the definition, measurement practices, and correlates of computer anxiety. It is clear from this preliminary review that more work must be done to determine if computer anxiety is a valid psychological construct and, if it is, how it should be defined, measured, and correlated with other known variables.
Cambre et al. (Fri,) studied this question.