PREDICTING AND UNDERSTANDING LIBRARY AND INFORMATION SCIENCE STUDENTS' MICROCOMPUTER USE: A COMPARISON OF ACTION ELEMENTS WITH THE FISHBEIN MODEL OF BEHAVIORAL INTENTIONS.

摘要

The Fishbein model of behavioral intentions was applied to predicting and understanding library and information science students' microcomputer use. Two behaviors were examined differing only in their action elements: learning to use a microcomputer and using a microcomputer. Learning represented a major aspect of education and contrasted with the non-educational action. Correlations for each condition using the Fishbein model provided the evidence for prediction. Comparisons of learning and using along individual dimensions of the model provided understanding.;Once significance was confirmed, action elements were compared to understand why students held certain attitudes. Differences and similarities were found between students in the learning group and the using group. The learning group had significantly more positive attitudes toward learning to use a microcomputer. They also believed it would take a large amount of time to learn to use a microcomputer. The using group had less intense responses to the questions than the learning group. This may have been due to the educational setting or a perception of immediacy. Both groups believed using microcomputers would be quite helpful in future work situations. Neither group was highly motivated to comply with normative pressure to use microcomputers.;The ability of the Fishbein model to predict and understand library and information science students' microcomputer use was confirmed. The Fishbein model provides a theoretical approach to developing empirical knowledge about attitudes and behaviors. Properly applied the model is a valuable tool for assessing beliefs, attitudes, intentions and behaviors in education.;Significant correlations were found between attitudes, subjective norms and behavioral intentions for both the learning and the using conditions. The model's generality for prediction in an educational setting was confirmed. Significant correlations were a necessary precursor for examining beliefs and attitudes to understand library and information science students' microcomputer use.