Perceived Control and Failure Preoccupation in Academic Computing: Effects on Cognitions, Emotions, and Achievement Outcomes

• In Event: Roundtable Session 4
  In Roundtable Session: Uses of Technology to Facilitate Student Learning

Abstract

Growing use of technology in education warrants research regarding the effects of computer-related attitudes, affect and motivation on academic achievement. Research in higher education consistently shows perceptions of control to predict increased achievement striving and performance (Perry, 1991; Perry et al., 2007). The present study aimed to examine the effects of perceived control and failure preoccupation regarding academic computing college students from a mid-western, research-intensive Canadian university (N = 788). Consistent with Perry et al. (2001, 2005), the present findings revealed high perceived control beliefs regarding academic computing to positively predict computing-related attributions and emotions, as well as academic achievement. Implications and future directions for computer-related motivational processes are also discussed.

Authors

• Rebecca Lynn Maymon, McGill University

• Nathan C. Hall, McGill University

• Raymond P. Perry, University of Manitoba

• Steve Hladkyj, University of Manitoba