| Subscales | Alpha | No. of Variables |
| F1 (Computer Importance) | .82 | 7 |
| F2 (Enjoyment) | .82 | 9 |
| F3 (Motivation) | .80 | 9 |
| F4 (Study Habits) | .82 | 10 |
| F5 (Empathy) | .87 | 10 |
| F6 (Creativity) | .86 | 13 |
| F7 (Anxiety) | .84 | 8 |
| F8 (Seclusion) | .81 | 13 |
Hopson, Michael H. (1998). Effects of a technology enriched learning environment on student development of higher order thinking skills. p. 35. Doctoral dissertation, University of North Texas, Texas.
Internal consistency reliability for the paired comparisons portions of the YCCI and
CAQ are thought to be quite high. A circular triad analysis of 1993 paired comparisons
data (n=210) at the University of Hawaii indicated reliabilities of .90 for Computer
Preference, .89 for Computer Difficulty, and .92 for Computer Learning (Dunn-Rankin, 1982;
Knezek & Miyashita, 1994). Since data from students in grades 4-8 was included in the
1993 analysis, it is probable that the numbers are appropriate for both elementary and
middle school students.
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