The Effect of Smart Schools on Computer Anxiety, Self-regulation and Academic Performance of High School Students Comparing with Non-Smart Schools

The present research aimed at investigating the effect of smart schools on computer anxiety، self-regulation and academic performance of high school students comparing with that of non-smart schools. Causal-comparative method of research was used. The instruments used for collecting the data were computer anxiety (CARS)، self-regulation and Dortaj academic performance. The population was all Yazd first grade high school students in the academic year of 2012-2013. The sample consisted of 102 smart school students that were selected through complete enumeration method and 102 non-smart students selected by matching (matched by gender، parental education and socioeconomic status). Data analysis was performed via both descriptive (descriptive statistics indicators) and inferential statistics (t-test and Pearson’s correlation coefficient). The results showed that there was a difference between smart and non-smart schools in computer anxiety، self-regulation and academic performance. There was a positive significant correlation between self-regulation and academic performance variables، a negative correlation between self-regulation and computer anxiety and no significant correlation between computer anxiety and academic performance. Concluding، the application of new technologies in smart schools can solve many educational problems