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
V. Mcinerney et al., 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, EDUC PSYC M, 59(3), 1999, pp. 451-470
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.