AN EXAMINATION OF STUDENTS’ TECHNOLOGY APPREHENSION, COMMUNICATION COMPETENCE, AND ACHIEVEMENT EMOTIONS IN COMMUNITY COLLEGE DEVELOPMENTAL EDUCATION COURSES
Abstract
Despite the infusion of information and communication technology into higher education, the effects of incorporating this technology in community college classrooms, particularly developmental courses, remains to be thoroughly studied. The demographic differences found in community colleges versus four-year institutions are stark and warrant their own focused investigation. The college experience is an emotion-laden one, especially from the position of an academically at-risk student. Experiencing high levels of technology apprehension could negatively affect a student’s achievement emotions. In exploring technology apprehension, self-perceived communication competence should be taken into account because of the communicative nature of the technology used in higher education. This study explored the relationships between technology apprehension, self-perceived communication competence, and achievement emotions. A Pearson correlation revealed a positive association between technology apprehension and negative achievement emotions. Female students were found to experience higher levels of technology apprehension than male students. Data from open-ended questions offered insight into the ways developmental students view technology, and the challenges they face when using technology in their academic pursuits.