A Model of Freshman Use of Microcomputers Related to Intellectual and Social Development

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Universal-Publishers, Aug 6, 2002 - Education - 268 pages
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The purpose of this study was to determine the relationship between freshmen's use of microcomputers and their social and intellectual development in a university environment. A review of related literature describes the theoretical foundation of this research and identifies questionnaire items for measuring the critical variables of microcomputer use and student development. To conduct the study, data obtained from 400 freshman students prior to entering Utah State University (USU) in the fall of 1996 were compared to data collected from the same students during Spring Quarter of 1997. Correlational analysis was used to study changes in freshman students' use of microcomputers and variables known to predict studentsÍ social and academic integration into the institution. Regression analyses were used to identify variables and dimensions of microcomputer use that contributed to and detracted from students' intellectual and social development. (268 pages)
 

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Contents

REVIEW OF THE LITERATURE
10
PROCEDURES
33
FINDINGS
41
Comparison Between 1996 Freshman Population and Samples
46
Percentages of Entering Freshmen Reporting Ability in Microcomputer
54
Changes in Proportion of Microcomputer Skills Reported by Freshmen
62
Mean Number of Microcomputer Skills Reported Fall 1996 and Spring 1997
63
Comparison of First Year Use of Microcomputers by PreEntry Frequency Subgroups
64
Summary of Regression Steps with Microcomputer Use Predictor Variables and Faculty Interaction as the Criterion Variable
86
Summary of Regression Steps with Contextual Plus Microcomputer Use Predictor Variables and PeerGroup Interaction as the Criterion Variable
89
Summary of Regression Steps with Microcomputer Use Predictor
91
Summary of Regression Steps with Contextual Plus Microcomputer
99
Summary of Regression Steps with Microcomputer Use Predictor
107
Comparison of IEO Characteristics of Variables for Regression Models
116
Beta Weights of Frequency and Breadth Variables Relating
123
REFERENCES
147

Frequency of Microcomputer Use Comparing Fall 1996 and Spring 1997
65
Paired Differences Between Fall and Spring Computer SelfEfficacy Scores
66
Percentage of Positive Freshmen Responses for Three Social Integration Factors
69
Comparison Between Freshmen Expected and Reported HourperWeek Involvement in Social Activities
70
Satisfaction with Social Goals Spring 1997
71
Positive Responses for Dimensions of Academic Integration
73
Comparing HSGPA and Spring 1997 USU GPA
74
Comparison of Hours per Week of Involvement in Academic Activities
75
Satisfaction with Academic Goals Spring 1997
76
Overview of Regression Analysis Models Utilized for RQ7 and RQ8
79
Summary of Residual Analyses
80
Summary of Regression Steps with Contextual Plus Microcomputer Use Predictor Variables and Faculty Interaction as the Criterion Variable
83
Coefficients for Preferred Model with Contextual Plus Microcomputer Use Predictor Variables and Criterion Variable Faculty Interaction
84
Context and Respondent Characteristics of Computer
157
A1 Scope of Computer Assessment Studies
158
E1 Sources and Rationale for Variables Selected for Survey of
164
Sources and Rationale for Variables Selected for Survey
188
F1 Data Types Coding and Statistical Analysis for Variables Selected
193
Factor Analysis of Data Obtained Using FurstBowe et
204
J1 Mean Difference Indicating Change in Ability to Do a Computer Skill
209
Correlations Between Change in the Number of Computer
213
N1 Percentages of USU Freshmen Reporting Where They Most Often
219
Comparison Between Results Obtained by Pascarella
224
O1 Loading Pattern of Social Integration Factors Obtained from Pascarella
226
Probabilities Effect Sizes and Correlation Coefficients
248
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