The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling

This article discusses the process through which a powerful multidimensiona l measure of affect and cognition in relation to adult learning of computin g skills, the Computer Anxiety and Learning Measure (CALM), was derived fro m its early theoretical stages to validation of its scores using structural equation modeling. The discussion emphasizes the importance of ensuring a strong substantive basis from which to develop reliable items for a measure as well as the usefulness of gathering qualitative data in both the factor and item design stages. The final instrument comprises 11 first-order fact ors and 1 negative item factor. These can be more parsimoniously represente d as 5 factors, 2 of which are second order. and a measurement-method effec t. Although tests of factorial invariance across different faculties provid e considerable support for the stability and generalizabilty of the model, future research would need to examine whether the CALM model is invariant a cross different adult populations in similar computer learning/training env ironments.