Persönlichkeit und neue Medien: zur Vorhersage von Computer- und Internet-Literacy durch medienrelevante Personvariablen

The overriding aim of this survey was to identify motivational, volitional and emotional predictors and correlates of PC and Internet literacy. Basic variables of self-regulated learning were of special interest here. Two studies were conducted during the testing phase of Webbased trainings for key competencies at three Universities in Northern Germany between 2002 and 2003. Study 1 (2002, n = 149 university students) was supposed to clarify which personality variables predict computer knowledge and self-confidence in using the PC. Variables in use were error competence, planning behavior, learning goal orientation, academic self-efficacy, selfinitiative and general action persistence. PC knowledge was mainly predicted by selfconfidence in using the PC and gender (women scoring lower than men). Self-confidence in using the PC showed positive correlations with persistence, academic self-efficacy and selfinitiative (H 1). Learning orientation showed positive correlations with error competence, persistence, self-efficacy, planning behavior, and self-confidence in using the PC (H 2). Academic self-efficacy and persistence showed positive correlations as well as self-initiative and persistence (H 3). Self-confidence in using the PC was predicted by error competence, error strain, and self-initiative. In 2002 it could also be tested whether attitudes towards the PC and self-confidence in using the PC change over time while using a Web based training. Using ANCOVA (controlling for PC experience) a significant but small positive overall effect for attitudes could be found for the treatment group in comparison to a control group. The results for self-confidence in using the PC showed a small but significant increase for the control group and no change over time for the treatment group. Based on the findings of study 1, in study 2 (2003, n = 184 university students) two valid and reliable scales for the assessment of PC-specific error strain and persistence in using the PC were developed. To clarify patterns of correlation a measure of self concept of computer ability was introduced besides the above mentioned scales. Negative correlations between PCerror strain and Internet literacy variables could be found (H 1). PC error strain correlated positively with error strain (H 2) and negatively with persistence (H 3). Persistence in using the PC correlated positively with self-concept of computer ability, self-confidence in using the PC and negatively with PC-error strain (H 5). Persistence in using the PC showed negative correlations with error strain and positive correlations with academic self-efficacy (H 6+7). Planning behavior showed positive relationships with persistence and Internet knowledge (H 8). Academic self-efficacy showed a positive relationship with persistence (H 9) and finally self-concept of computer ability showed a positive correlation with Internet knowledge (H 10). Furthermore, a model for the prediction of Internet knowledge could be tested. Selfconfidence in using the PC was mediated by persistence in using the PC which again was mediated by measures of Web usage. Self confidence in using the PC also was mediated by selfconfidence of Web use. Two direct paths could be identified as well. Self-confidence in using the PC and self-confidence of Web use directly influenced Internet knowledge. The model showed a good fit to the empirical data. Theoretical implications of the model are discussed. In 2003 a valid and reliable measure for attitudes towards E-Learning was developed. Based upon this scale it was tested whether attitudes towards E-Learning change over time while using a Web based training. Using a longitudinal non-control-group design, a significant albeit small decrease of the attitude scores could be found.