This study investigated the relationship between graduate education students' achievement- and value-related motivational beliefs about Internet usage and five groups of Internet-related perceptions: (1) perceived likelihood of using the Internet under differential access to Internet resources; (2) perceived likelihood of using the Internet for different educational purposes; (3) perceived likelihood of using the Internet for career needs; (4) perceived likelihood of using the Internet for personal needs; (5) perceived Internet self-efficacy.; Achievement-related beliefs were examined within a motivational framework used to describe graduate education students, perceived experience and success of using the Internet. Value-related beliefs were constructed from six measures for which the Internet would be valuable: personal needs, future career goals, your partner, your dependents, your students, and society in general.; The sample consisted of 30 graduate education students enrolled in the Master of Education programme at the University of Windsor. A questionnaire administered to students in the graduate programme served as the data collection instrument.; Educators perceived the Internet to be most valuable for their dependents and society, and surprisingly least valuable for their students and personal needs. (Abstract shortened by UMI.)
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