Preservice Teachers’ Perceived Computer Self-Efficacy Based on Achievement and Value Beliefs Within A Motivational Framework

This study investigated the relationship between preservice teachers’ own achievement- and value-related beliefs about computers and their perceived computer self-efficacy in influencing and helping students in the area of computers as future teachers. Motivation theory was used as a basis to provide a solid conceptual framework. The sample consisted of 222 primary/junior (Grades K–6) preservice teachers enrolled in a teacher-training programme. At the end of the programme, most preservice teachers believed their past computer experiences were successful. Moreover, preservice teachers also believed computers were quite valuable, especially for their children, future students, and society. The only 2 effects found to be significantly related to perceived computer self-efficacy were perceived past success and own value, which was the sum of the value of computers for preservice teachers’ own needs and the value of computers for their career. From univariate tests, own value was found to be a significant effect for all perceived self-efficacy variables and perceived past success was a significant effect for only ability to offer help, ability to offer a challenge, and confidence. Possible implications for preservice programmes are suggested.