Özet:

The main aim on this research is to investigate psychological counseling and guidance students (prospective school counselors) computer experiences and the relationship between their computer experiences and computer attitudes. The sample consisted of 249 psychological counseling and guidance students attending 6 different universities all around Türkiye. The demographic data and computer experiences of psychological counseling and guidance students were collected by using 22 item questionnaire developed by researcher. The data about computer attitudes of psychological counseling and guidance students were collected by using Computer Attitude Scale-Marmara (CAS-M) developed by Deniz (1994). CAS-M is a Likert type scale and consisted of 42 items and three sub-scales (computer liking, computer anxiety, and [the use of] computers in education/instruction). The total score of the scale also reflects the general computer attitudes. Analyzing data f, % techniques were used for describing computer experiences and t-test, ANOVA and LSD analyses for finding out the differences between computer attitudes and computer experiences of psychological counseling and guidance students. Some of the major findings are as follows: (a) Although majority of psychological counseling and guidance students (88,3%) reported that they had a computer course in their university education, 69,9% of them reported little satisfaction about the course; (b) 51,4% of psychological counseling and guidance students reported sufficient computer use in their classes; (c) 42,3% of psychological counseling and guidance students have computers at home; on the other hand 77% of psychological counseling and guidance students have computer less than 3 years; (d) Majority of psychological counseling and guidance students (83,5%) have e-mail addresses, on the other hand only 4,0% of them have WEB-pages; (e) Majority of psychological counseling and guidance students reported that no sufficient knowledge about the software to be used in psychological counseling and guidance services; (f) Psychological counseling and guidance students reported more self efficacy in using word processing and presentation software whereas little self efficacy in using spreadsheet and data base software; (g) Computer attitudes of psychological counseling and guidance students were found to be moderate; (h) Only significant difference (p<0,01) by sex and computer attitudes were found in computer liking sub-scale. Male psychological counseling and guidance students found to be more favorable attitudes in computer liking scale. But no significant sex differences were found in general computer attitudes and computer anxiety, the use of computer in education sub-scales; (ı) Significant differences (p<0,01) were found between computer ownership and general computer attitudes, computer liking and the use of computers in education sub-scales in favor of computer owners. But no significant differences were found between computer anxiety and computer ownership; (j) Significant differences (p<0,01) were found between self efficacy and computer attitudes in all sub-scales. Key Words: Computer attitude, computer literacy, prospective school counselors, psychological counseling

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