Errors, Freezes, and Crashes : How College Students Deal With Computer Problems Through Primary and Secondary Control

Abstract

Rothbaum et al. (1982) proposed a dual-process model in which perceived control is sustained by attempts to change the environment (primary control) or to change one's self to conform to the environment (secondary control). In an educational setting, recent research demonstrates the benefits of primary and secondary control for students experiencing academic stressors (e.g., failure) and personal challenges (e.g., interpersonal difficulties). An important stressor impacting students' academic development is the need to master information technology, with computer-related tasks having become an integral component of higher education. The present study extends previous control research in showing that primary and secondary control are effective for college students in dealing with computer problems with respect to the computer-related emotions of anxiety, boredom, and enjoyment.