University students' self-efficacy and their attitudes toward the Internet: the role of students' perceptions of the Internet

Abstract

The attitudes and the self-efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners' motivation, interests and performance in Internet-based learning environments. Meanwhile, learners' perceptions of the Internet may shape learners' attitudes and online behaviours. This study investigates university students' attitudes and self-efficacy towards the Internet, and explores the role that university students' perceptions of the Internet may play in their Internet attitudes and self-efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self-efficacy and that these students are more inclined to view the Internet as a functional tool - a functional technology. Gender differences exist in university students' attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool ( e. g. as a tour or a toy) show more positive attitudes and communicative self-efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting-point for research that more broadly explores learners' perceptions of the Internet.