The study presented here has been performed within the developmental project 'Computer Education for Preservice Teachers' at the Humboldt-University at Berlin, Germany. This project is financed by the Bund-Länder-Commission for Educational Planning and Research Promotion in Germany and directed by Prof. Dr. Peter Diepold. The project's main staff are Susanne Politt, Dieter Schaale and Uwe Konerding. Peter Diepold and Susanne Politt are mainly concerned with development, Dieter Schaale with development and evaluation, Uwe Konerding with evaluation. (For more information see 'http:\\www.educat.hu-berlin.de\mv'.) I would like to thank Peter Diepold, Gerhild Nieding, Susanne Politt and Dieter Schaale for critically discussing former versions of the manuscript and Peter Bereza for correcting my English. Abstract The effects of two computer-related university courses on computer anxiety (CAX) and computer self-efficacy (CSE) are investigated. Both courses address preservice teachers. One course is an introductory computer course with teacher assisted computer interaction, the other a lecture introducing educational sciences and with special reference to computers. In a pretest-posttest design both courses are compared with three lectures also introducing educational sciences, but without special reference to computers. Results indicate that the introductory computer course with teacher assisted computer interaction reduced CAX and enlarged CSE, whereas the lecture with only verbal reference to computers did not.
Key words:
computer anxiety; computer self-efficacy; introductory
computer course; educational sciences; preservice teachers
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