Computer-related control beliefs and motivation: A panel study

Computer-related motivation and control beliefs were measured in a sample of 103 lower secondary school students at a school that had just launched a computer enhancement programme for both its staff and students. Control beliefs were conceptualized as a composite of contingency and competence beliefs. Motivation was defined as interest / liking of computer usage. Survey responses were collected three times at six-month intervals. The results demonstrate that there was a steady increase in the students� control beliefs, whereas their motivation to use computers was reasonably high and resistant to change. Findings from the study suggest that sound pedagogical practices and an environment where new technology is fully implemented across the curriculum can promote gender inclusion so that male and female students report equal levels of computer-related control beliefs and motivation.