A study of effects of computerization on children's school stress and adjustment.

本研究旨在探讨儿童电脑焦虑与学校适应的关系。此外，还研究了感知能力与计算机态度之间的关系。在研究之前，询问了孩子们对计算机和计算机辅助教学的态度。研究1编制了计算机儿童焦虑量表(CASC)。采用儿童电脑焦虑自评量表，探讨了儿童电脑焦虑与学校适应的相关关系。结果表明，CASC具有较好的信度和效度。然而，在两个变量之间没有发现显著的相关性。在研究2中，测量了儿童的计算机焦虑和感知能力，以探讨这两个变量之间的关系。结果表明，学习能力与计算机焦虑之间存在显著相关。这些发现表明，儿童对计算机的态度与一般感知能力有关。

The present researches were designed to investigate the relationship between the computer anxiety and school adjustment in children. Additionally, the relationship between the perceived competence and computer attitude was also studied. Prior to the research, children's attitude toward computer and computer aided instruction were asked. In study 1, computer anxiety scale for children (CASC) was developed. Using the CASC, correlational relation between children's computer anxiety and their school adjustment was explored. Results indicated that the CASC was to be of valid and reliable. No significant correlation between two variables was, however, found. In study 2, computer anxiety and the perceived competence in children were measured to explore the relations between those two variables. Results showed that correlation between competence of learning and computer anxiety was significant. Those findings implied that children's attitude toward computer would be related to general perceived competence.