IT self-efficacy and computer competence of LIS students

Abstract

Purpose – The purpose of the present study was to expand the knowledge of student computer competencies and IT self-efficacy in two LIS departments in Greece. Design/methodology/approach – The participants in the study were students in the two LIS departments of the Technological Educational Institutes (TEI) situated in Thessaloniki and Athens, Greece. The survey was addressed to sophomores, juniors and seniors, because IT courses are taught after the first year of study. The instrument of the survey was a structured questionnaire comprising three parts, measuring a total of 48 variables. Findings – The levels of students’ IT self-efficacy is rather high, while the mean score of computer competence indicates a rather low level of perceived ability in using computers. Students were more competent in using e-mail and Facebook, as well as using the internet for personal purposes. IT self-efficacy and perceived computer competence were positively related to the frequency of use of certain electronic activities and previous PC/internet experience. In addition, the frequency of IT use was a strong predictor of IT self-efficacy, and both frequency of use and experience were predictors of computer competence. The findings also suggested that increased levels of self-efficacy and computer competence were associated with higher grades. Originality/value – By being aware of the factors that predict self-efficacy and perceived ability, educators in both LIS departments can design instruction or other interventions in a way that will boost self-efficacy beliefs. Such an approach is likely to increase the acceptance and use of IT and help LIS students meet the learning objectives of IT courses.