Recent research has demonstrated the debilitating effect of computer a
nxiety on achievement in computer related learning. As controversy exi
sts over the merits of increasing experience with computers in order t
o reduce computer anxiety, the effects of increased computing experien
ce on computer anxiety were assessed for students enrolled in a Univer
sity teacher education course. In addition, other hypothesized correla
tes of computer anxiety were studied, viz., age, sex, school backgroun
d, and computer competence. The Computer Anxiety Rating Scale (CARS) w
as used to measure computer anxiety prior to and at the conclusion of
computer training. A control group, not undergoing computer training,
was used for comparison purposes. Many of the teacher trainees in this
study exhibited a high degree of computer anxiety on a number of key
dimensions related to computing. The evidence from this study gives so
me support to the notion that increased experience leads to a diminuti
on in computer anxiety. However, the high levels of anxiety remaining
for some students after treatment suggest that a simplistic belief tha
t increased computer experience alone will reduce computer anxiety is
not tenable. The article discusses the issue that initial anxiety and
continuing anxiety, after computer training, may be a function of an i
ndividual's prior computing experiences, attitudes towards computing,
perceptions of self efficacy, and expectations of success associated w
ith computer interaction.