Proceeding of the 4 th International Conference on Education, Vol. 4, 2018, pp. 104-111 Copyright © 2018 TIIKM ISSN 2424 - 6700 online DOI: https://doi.org/10.17501/icedu.2018.4112 Corresponding Author’s Email: *endah.mastuti@psikologi.unair.ac.id TEST ANXIETY, COMPUTER SELF EFFICACY, AND PERCEIVED EASE OF USE DURING COMPUTER-BASED TEST ON FIRST-YEAR STUDENTS Endah Mastuti 1* and Dewi Retno Suminar 1 1 Universitas Airlangga, Indonesia Abstract: This study aims to provide description of psychological factors such as test anxiety, computer self-efficacy, and perceived ease of use in completing computer-based tests (CBT) on first- year students. Such study is important because for first year students from different regions, not all of them have experience of CBT and there are possibilities of various psychological aspects such as CBT anxiety, Computer Self-Efficacy, and perceived ease of use affecting them in completing CBT. The subjects are 203 first-year students of Faculty of Psychology Universitas Airlangga. Scales used in this research include an adaptation of Computer Self-Efficacy scale by Compeau, DR, and Higgins, CA (1995), Test Anxiety Inventory (TAI) by Taylor and Diane (2002), Perceived Ease of Use scale by Davis (1989). The results showed that the student’s test anxiety test during CBT are categorized as 16.74% low, 76.26% moderate and 7% high. Regarding computer self-efficacy, about 28.57% students had low efficacy, 59.60% with mediocre efficacy and 11.82% had high efficacy. In term of perceived ease of use of the CBT, 2.46% perceived low ease, 34,48% perceived moderate degree of ease, while 63,05% perceived high ease of use. Keywords: Computer self-efficacy, test anxiety, perceived ease of use Introduction Technology advancement has been very rapid in the last decades. It certainly affects the human life both in daily activities and at work. Utilization of technology has a wide range of impacts and important roles. Universities are among the institutions which are expected to follow the advancement of technology, for instance by utilizing it for evaluation process. One instance of such application is the use of computer-based test (CBT) for assessment process. As one of the new technology innovations, of course CBT is not easily accepted by test-takers. Similar to the emergence of other technology, it takes some influencing factors for CBT to be fully accepted. This phenomenon is explained by the Computer-Based Assessment (CBA) Acceptance model. This model explicates that CBA acceptance can be indicated by intention to use CBA. Further, intention to use CBA is influenced by some factors, such as perceived ease of use and perceived playfulness (Maqableh et al, 2015). Some studies on CBT focused on the issue of equivalence by comparing the test score in CBT and in paper- based test (PBT). Other studies focused on the acceptance of CBT as a new technology. A research pertaining to CBA, in which CBT is one sort of CBA, by Terzis & Economides (2011), proposed the Computer-Based Assessment Acceptance Model (CBAAM) and involved eight variables, namely content, perceived playfulness, perceived ease of use, perceived usefulness, goal expectancy, social influence, facilitating conditions, and self- efficacy in using computer. In addition, another study by Lu and colleagues (2016) found the effect of computer self-efficacy, training satisfaction, and test anxiety on attitudes towards and performance in computerized adaptive testing (CAT).