The Impact of Preservice Teachers' Emotions on Computer Use: A Formative Analysis

Abstract

Previous research on the effect of technology-based preservice education programs has been assessed by examining changes in computer ability and attitudes. Systematic exploration looking at the effect of these programs on computer use has been noticeably absent. In addition, the role of emotions and use of computers has been largely ignored with one exception, computer anxiety. The purpose of the following study was to examine the impact of four basic emotions (anger, anxiety, happiness, sadness) on use of computers by preservice teachers in their coursework (university use) and in their practice teaching (field use). Happiness was reported often while learning new software—anxiety, anger, and sadness were experienced sometimes. All four emotion constructs were significantly correlated with all four university use constructs at the beginning of the laptop program. Increased positive emotions (happiness) were significantly correlated with increased use of computers at the university by the end of the program. Finally, increases in positive emotions and decreases in negative emotions were significantly related to teacher and student-based use of computers in the field.