ࡱ> 7 QbjbjUU "7|7|wHBFl  xxx;;;86<Dz<lJ>p>">>>CDDD$_kakakakakakak$m 0okExEC@CEEkCL>>kCLCLCLE >x>_kCLE_kCLCL=T7a| xb>>> ` r,;G>abk0lap/Jpb,CL MJERENJE STAVOVA O RA UNALU KAO JEDNE DIMENZIJE KVALITETE }IVOTA MEASURING COMPUTER ATTITUDES AS ONE DIMENSION OF LIFE QUALITY Jasna Horvat, Ph.D. Assistant Professor Martina Mikrut, B.Sc. Faculty of Economics in Osijek D~emal Kulaain, B.Sc. School of Economy in Travnik KLJU NE RIJE I: CAS, istra~ivanje, multivariatna statisti ka analiza, kvaliteta ~ivota KEYWORDS: CAS, survey, multivariate statistical analysis, quality of life SUMMARY The purpose of this article is to examine  CAS measuring instrument for measuring computer attitudes in Region of East Croatia. This instrument consists of computer anxiety, computer confidence, computer liking and computer usefulness. Internal consistency, stability and validity of CAS measurement instrument were tested. Also, multivariate statistical analyses were applied. Attitudes toward computers were chosen as one dimension of multidimensional Quality of Life concept. 1. INTRODUCTION Since the 1970s, there have been many attempts to measure how environment and growth affect the health and well-being of people, which are generally referred to as the quality of life. Quality of life is a multi-faceted concept. It embraces not only the material aspects of life such as increased wealth and availability of physical infrastructure facilities, but also the less tangible aspects of life. Many attempts have been made in various disciplines to define what it is that constitutes the quality of life. More than 100 definitions of life quality have been noted in the literature. Some authors use the term interchangeably with other concepts such as subjective well-being, happiness, life satisfaction and the good life [6, 8, 19]. While there is no certainty as to what the quality of life means, it has been defined as the degree of well-being, satisfaction and standard of living [5]. It is also believed that the quality of a person's life is directly related to that person's capability. Capability is defined as the ability or potential to do or be something, or more technically, to achieve a certain level of functioning such as health and education [20]. Survey described in this article was conducted to test the measuring instrument for attitudes towards computers and determine the instruments adequacy for future surveys of technical literacy, which, being a result of educational activities is also one of the elements of the quality of life. [7]. 2. LITERATURE REVIEW Although the concept of attitude towards computers has gained recognition as a critical determinant in the use and acceptance of computer technology [2, 3, HYPERLINK "http://www.sciencedirect.com/" \l "bib15"  4, 10, 16, 18], there is no single, universally accepted definition of computer attitude construct [21]. As noted by Kay [13], attitude toward computers has been defined in over 14 different ways in the computer research literature. One approach to defining this psychological construct is to draw on contemporary theorizing in the general area of attitudes. The Computer Attitude Measure (CAM), developed by Kay [12] was defined as a person's general evaluation or feeling of favourableness or non-favourableness toward computers and specific computer-related activities. CAM was composed of demographic information, cognitive, affective, and behavioural attitudes. Ajzen and Fishbein [1] argued that a multi-component model should assess the social desirability of a specific behaviour to improve the predictive value of an attitude measure. Thus, the CAM included the behavioural desirability of performing computer-related behaviours. Based on this viewpoint, the CAM referred to affective, cognitive and behavioural attitudes for the same action and target, namely, "use of the computer" [12]. This measure was administered to students and teachers and yielded high internal reliability coefficients for each subscale (cognitive was  INCLUDEPICTURE "http://www.sciencedirect.com/scidirimg/entities/alpha.gif" \* MERGEFORMATINET =0.97, affective was  INCLUDEPICTURE "http://www.sciencedirect.com/scidirimg/entities/alpha.gif" \* MERGEFORMATINET =0.89, and behaviour was  INCLUDEPICTURE "http://www.sciencedirect.com/scidirimg/entities/alpha.gif" \* MERGEFORMATINET =0.94). Kay [13] revised the CAM for assessing pre-service teachers' attitudes toward computers. In the revised study, the total internal reliability coefficient was  INCLUDEPICTURE "http://www.sciencedirect.com/scidirimg/entities/alpha.gif" \* MERGEFORMATINET =0.95. The Computer Attitude Scale, developed by Loyd and Loyd [15], consists of computer anxiety, computer confidence, computer liking, and computer usefulness. Computer anxiety refers thereby to the fear of computers or a persons tendency of to be uneasy, apprehensive, and phobic towards current or future use of computers [11]. Computer confidence refers to the ability to use or learn about computers [9]. Essentially, computer confidence proved to be closely related to computer anxiety [2, 17]. Computer liking refers to liking or enjoying working with computers [2] and computer usefulness refers to the degree of perceived usefulness of using computers for present and future work [2]. In general, anxiety, confidence and liking represent the affective or feeling part of attitude ,whereas usefulness represents the cognition or belief part of attitude [22]. In the Computer Attitude Scale, many studies [2, 11, 17] suggested that computer anxiety and computer confidence were part of the same continuum. In addition, Woodrow [23] provided the evidence that the three-scale version of the Computer Attitude Scale had two dimensions, affective and behavioural aspects. Moreover, Nash and Moroz [17] also suggested that the attitude toward academic endeavours associated with computer training should be incorporated into the Computer Attitude Scale. This part refers to the learning and training of computer courses or skills. However, in this article, we tried to answer one question: How appropriate is CAS instrument for measuring computer attitudes in the Region of Eastern Croatia? 3. RESEARCH DESIGN 3.1. Instrument All of the CAS items and computer experience items were measured by seven-point Likert scales (from "no experience" to "high experience"). Except CAS and computer experience items, questionnaire also includes demographics questions. Computer experience In this component, subjects were asked to indicate whether they have had experience in using computers, using the Internet/WWW, experience with word processors, experience with database packages, and experience with computer programming languages. CAS In this component the subjects were asked to indicate their perceptions toward computer self-efficacy, liking, usefulness, and intention to use and learn computers. All of these items were measured by seven-point Likert scales (from "strongly disagree" to "strongly agree"). Computer Attitudes Scale (CAS) (1=strongly disagree 7=strongly agree) I feel confident using a personal computer. I feel confident using floppy disk to store my data files. I feel confident using word processors (e.g. Microsoft Word, WordPad). I feel confident learning new computer skills. I like to use computers. I enjoy talking with others about computers. I like to have a computer in my home. I feel comfortable using a computer in my daily life. I believe using computers is necessary in my school life. I believe using computers is worthwhile. I use computers in multiple ways (e.g. doing word processing, using E-mail, surfing the Web) in my daily life. An increased use of computers can enhance my academic performance. The use of computers is helpful for my studying. The use of computers can increase my job possibilities. I believe that computers can serve as learning tools. I believe that it pays to know how to use computers. Demography The demographic component of the questionnaire covers gender, age, level of education, current working status, number of household members, usage of the Internet and duration period of computer-related experience. 3.2. Sample The sample numbered 275 respondents and the research was carried out in winter 2002. Trained interviewers conducted the fieldwork in the region of East Croatia. The sample descriptions, i.e. the characteristics of respondents are given in Table 1. Table 1: Demographics characteristics of the sample Variablen%Variablen%Number of respondents275100Age-246423.3Gender25-296925.1Female14251.630-398330.2Male13348.640 and more5720.7Current working statusRefusal20.7Self-employed82.9Members of householdEmployed17664.01248.7Unemployed248.823713.5Housewife31.137326.5Students6423.349434.2Level of education 5 and more4616.7Primary school134.7Refusal10.4Secondary school13850.2Internet usersGraduate degree 11040.0Users26094.5Masters (and Doctors) degree 145.1None users155.5 4. RESULTS The first part of analysis refers to internal consistency. The CAS has 16 items, the mean is 90.99, and standard deviation is 16.88 (Mean and standard deviation for each of CAS items are presented in the Table 2). Table 2: Means and standard deviation for each of CAS items MeanStd. DeviationI feel confident using a personal computer.5.731.62I feel confident using floppy disk to store my data files.4.602.14I feel confident using word processors (e.g. Microsoft Word, WordPad).5.751.60I feel confident learning new computer skills.5.651.56I like to use computers.5.851.55I enjoy talking with others about computers.3.611.86I like to have a computer in my home.6.411.34I feel comfortable using computer in my daily life.5.601.64I believe using computer is necessary in my school life.5.951.44I believe it pays to use computers.6.231.22I use computers in multiple ways (e.g. doing word processing, using E-mail, surfing the Web) in my daily life.5.821.69An increased use of computers can enhance my academic performance.5.801.51The use of computers is helpful for my studying.5.921.45The use of computers can increase my job possibilities.5.781.60I believe that computers can serve as learning tools.6.181.23 For the split-half coefficient, the first half includes the first eight items and the second half containes the last eight items. For the first half the mean is 43.14 and standard deviation 9.47. For the second half the mean is 47.76 and standard deviation 8.48. Corrected itemtotal correlations of the first half are ranged from 0.33 to 0.79 and of the second half from 0.51 to 0.81. The alpha coefficient is 0.85 and 0.87 for the first and second half, respectively. In addition, Cronbach's  INCLUDEPICTURE "http://www.sciencedirect.com/scidirimg/entities/alpha.gif" \* MERGEFORMATINET  of the total instrument is 0.92 and corrected itemtotal correlations are ranged from 0.33 to 0.81. The second part of analysis is analysis of relations. Regarding the relations between various computer and Web experiences and the CAS, the categories of: experience in using computers, experience in using the Internet/WWW, experience with word processors, experience with database packages, experience with computer programming languages, and years of computer-related experience all had significant relationship with the CAS (P<0.01). The correlation between various computer experiences and the CAS is presented in Table 3. Table 3: Correlation between various computer experiences and the CAS Exper2Exper3Exper4Exper5CASYearsExper10.75**0.67**0.38**0.29**0.44**0.48**Exper20.59**0.43**0.37**0.57**0.34**Exper30.35**0.31**0.41**0.45**Exper40.64**0.22**0.19**Exper50.14**0.15*CAS0.17** CAS Computer Attitude Scale Exper1, experience using computers, Exper2, experience using the Internet/WWW; Exper3, experience with word processors; Exper4, experience with database packages; and Exper5, experience with computer programming languages; Years, years of computer-related experience. ** Correlation was significant at the 0.01 level (P<0.01, two-tailed). * Correlation was significant at the 0.05 level (P<0.05, two-tailed). To check the effect of the computer experience variables on the CAS measurement instrument, in the third part of the analysis, a stepwise regression analysis was performed. The predictor variables were years of computer-related experience, experience using computers, experience with word processors, experience with database packages, experience with computer programming languages, and experience using the Internet/WWW. The results, presented in Table 4, show that the Experience using the Internet/World Wide Web (WWW) and  Experience with word processors were two predictors on the CAS (F(2,255)=36.99, P=0.000, R2=0.225). Table 4: Stepwise regression for computer experiences on the CAS VariablesBPConstant67.7Experience using the Internet/World Wide Web (WWW).3.920.380.000Experience with word processors.1.670.150.024The primary concern for the fourth step of the analysis was multicollinearity control, which can be done in the two ways: (1) correlation between independent variables should all be less than 0.8; (2) variance inflation factors (VIF) should be less than 10. In this study, multicollinearity was ruled out because the correlations between independent variables, as Table 3 shown, were all less than 0.8 and the VIFs were all less than 10. DISCUSIONS In this study, CAS instrument was tested for usage in the Region of Eastern Croatia. The Computer Attitude Scale, developed by Loyd and Loyd [15], consisted of computer anxiety, computer confidence, computer liking, and computer usefulness. Furthermore, tested instrument consisted of 16 items, measured on five point Likert scale. The results show that the Experience using the Internet/World Wide Web (WWW) and Experience with word processors were two predictors on the Computer Attitude Scale. Also, results hereby discussed could contribute to improving populations computer literacy and thus help in raising this segment of life quality to a higher level. It can be expected that the predictors of attitudes toward computers will change in accordance with the raising of general computer literacy. Furthermore, based on high internal consistency, stability and validity, this research has potential for practical application in investigating users' attitudes when applying the Web for daily activities. Also, CAS measurement instrument can be regarded as a successful tool for measuring attitudes toward computers in the specific Region of Eastern Croatia. REFERENCES [1] Ajzen, I., Fishbein, M.: Understanding attitudes and predicting social behaviour, Prentice-Hall, Englewoods Cliffs, NJ, 1980. [2] Al-Khaldi, M.A.; Al-Jabri, I.M.: The relationship of attitudes to computer utilization: new evidence from a developing nation, Computers in Human Behavior 14, 1998., pp. 2342 [3] Anderson, A.A.: Predictors of computer anxiety and performance in information systems, Computers in Human Behavior 12, 1996., pp. 6177 [4] Ayersman, D.J.: Effects of computer instruction, learning style, gender, and experience on computer anxiety, Computers in Schools 12, 1996., pp. 1523 [5] Campbell, A., Converse, P.E., Rogers, W.L.: The Quality of American Life: Perceptions, Evaluations and Satisfaction, Russell, New York, NY, 1976. [6] Cheng, S.T.: Subjective quality of life in the planning and evaluation of program, Evaluation and Program Planning, 1998. [7] Davids, F. D., Bagozzi, R.P., Warsaw, P.R.: User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35., 1989. [8] Diener, E.: Subjective well-being, Psychological Bulletin, 1984. [9] Gressard, P., Loyd, B.H.: Validation studies of a new computer attitude scale, Association of Educational Data Systems Journal 18, 1986., pp. 295301 [10] Harrison, A.W., Rainer, R.K.: An examination of the factor structures and concurrent validities for the computer attitude scale, the computer anxiety rating scale, and the computer self-efficacy scale, Educational & Psychological Measurement 52, 1992., pp. 735745 [11] Igbaria, M.: User acceptance of microcomputer technology: an empirical test. International Journal of Management Science 21, 1993., pp. 7390 [12] Kay, H.: A practical and theoretical approach to assessing computer attitude measure (CAM), Journal of Research on Computing in Education, 1989., pp. 457463 [13] Kay, H.: An exploration of theoretical and practical foundations for assessing attitudes toward Computers: The computer attitude measure (CAM), Computer in Human Behavior 19, 1993., pp. 371386 [14] Liaw, S.S.: An Internet survey for perceptions of computers and the World Wide Web: Relationship, prediction, and difference, Computers in Human Behavior 18, 2002., pp. 17-35 [15] Loyd, B.H., Loyd, B.E.: The reliability and validity of instruments for the assessment of a computer attitudes, Educational and Psychological Measurement 45, 1985., pp. 903908 [16] Mitra, A.: Categories of computer use and their relationships with attitudes toward computers, Journal of Research on Computing in Education 30, 1998., pp. 281295 [17] Nash, J.B., Moroz, P.A.: An examination of the factor structures of the computer attitude scale, Journal of Educational Computing Research 17, 1997., pp. 341356 [18] Pancer, S.M., George, M., Gebotys, R. J.: Understanding and predicting attitudes towards computers, Computers in Human Behavior 8, 1992., pp. 211222 [19] Rice, R.W.: Organisational work and the overall quality of life, Applied Social Psychology Annual, 1984. [20] Sen, A.K.: The Standard of Living, Cambridge University Press, 1987 [21] Smith, B., Caputi, P., Rawstorne, P.: Differentiating computer experience and attitudes toward computers: an empirical investigation, Computers in Human Behavior 16, 2000., pp. 5981 [22] Thompson, R.L., Higgins, C.A., Howell, J.M.: Personal computing: toward a conceptual model of utilization, MIS Quarterly 15, 1991., pp. 125143. [23] Woodrow, J.J.: A comparison of four computer attitude scale, Journal of Educational Computing Research 7,1991., pp. 165187  Indicator of the effect that the other independent variables have on the standard error of a regression coefficient. The variance inflation factor is directly related to the tolerance value (VIFi=1/TOLi). Large VIF values also indicate ahigh degree of collinearity or multicollinearity among the independent variables. 3rd Research/expert Conference with international participations Quality 2003, Zenica, B&H, November 13th and 14th, 2003 PAGE  PAGE 6  24Tz|_ * 5 Xɹyvoheh`hSD5B*CJOJQJaJphB*CJOJQJaJph B*phaJ B*aJph B*^Jph^J6B*OJQJph 6OJQJ5CJOJQJ\aJ 56\^JB*CJOJQJaJphB*CJOJQJ\aJph5B*CJOJQJ\aJphOJQJmHsH5CJOJQJaJB*OJQJphOJQJ5CJOJQJ\aJ5CJ\^JaJ \24z| T $a$ !$a$$a$wOPQQQ    !a!!!">"W""""#C#  & F[$\$^$ & Fa$$a$$a$67mo"(<DGH !";<DEDflm`Dִ֧B*CJOJQJ\aJph B*CJph B*CJphCJj6B*U]phj6B*U]phjR6B*U]ph6B*]phj6B*U]phjB*Uph B*phB*CJOJQJaJph0    !!a!!!h$$$$%%%%&&''''#'&''')'-'6'='ȻȻȻȻȊxn`T>*CJOJQJ\aJ5CJOJQJ\^JaJ>*CJOJQJaJ5CJOJQJ^JaJ 5CJaJ6CJOJQJ\]aJCJOJQJaJ B*phPJ%B*CJOJPJQJaJmH phsH B*CJOJQJaJphB*CJOJQJ\aJphCJOJQJ\aJ5CJOJQJaJ'j5CJOJQJUaJmHnHu C###&$^$$$$%%%&&&&&&&&'$If$a$$ & Fa$  & F[$\$'''''@:11 $$Ifa$$If$$IfTlֈ '`Jq!F   t)0!34 la7'#'$'%'&'1@$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$$If&'''(')'-'0'5'$If $$Ifa$ $$Ifa$5'6'='>'?'@`7.. $$Ifa$ $$Ifa$$$IfTlֈ '`Jq!F   t)0!34 la7?'E'H'M'N'U'1|$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$$IfU'Y'^'d'g'l'$If $$Ifa$l'm'r'v'{''@:11: $$Ifa$$If$$IfTlֈ '`Jq!F   t)0!34 la7''''''71$If$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$=''''''T(h(~((((((((()3)4)5)6)A)**U*V*j*k*******/+9+:+i+s+t++++++++,,5,?,@,y,,ôä××××××××××× aJmH sH  CJOJQJB*CJOJQJaJph5B*CJOJQJ\aJphB*CJOJQJ\aJphB*CJOJQJaJphCJOJQJ\aJ5CJOJQJ^JaJ 5B*CJOJQJ^JaJphCJOJQJaJ6''''''1$$IfTlֈ '`Jq!F   t)0!34 la7$If $$Ifa$''''''' $$Ifa$$If''''''@p:11: $$Ifa$$If$$IfTlֈ '`Jq!F   t)0!34 la7'''( ((7t1$If$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$((((((1l$$IfTlֈ '`Jq!F   t)0!34 la7$If $$Ifa$('()(-(/(2(7( $$Ifa$$If7(8(A(D(I(K(@p:11: $$Ifa$$If$$IfTlֈ '`Jq!F   t)0!34 la7K(N(S(T(h(i(71$If$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$i(j(u(x(}(~(1$$IfTlֈ '`Jq!F   t)0!34 la7$If $$Ifa$~((((((( $$Ifa$$If(((((@:11 $$Ifa$$If$$IfTlֈ '`Jq!F   t)0!34 la7(((((1$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$$If((((((( $$Ifa$$If(()) )+)@:11: $$Ifa$$If$$IfTlֈ '`Jq!F   t)0!34 la7+).)2)3)5)6)722$a$$$IfTlֈ '`Jq!F   t)0!34 la7 $$Ifa$6)A)**U*V*[*j*k**_T  !$If}$$IfF;W#dT t)0W#    3a7 $$7$8$H$Ifa$$7$8$H$If^$a$ ********/+4+9+:+smsH`s $If[$\$$If}$$IfF;W#dT t)0W#    3a7 $$7$8$H$Ifa$ :+i+n+s+t+++++++++mmm}$$IfF;W#dT t)0W#    3a7 $$7$8$H$Ifa$$If +++,,5,:,?,@,y,~,,,mmm}$$IfF;W#dT t)0W#    3a7 $$7$8$H$Ifa$$If ,,,,,"-,---p-z-{-------0.:.;.*0+0000022K3L3l5n5555555888888888V:>;?; <<Ѽެޝެޝެެެެޘ B*PJphj0JB*Uph B*phB*CJH*OJQJaJph6B*CJOJQJ]aJphjH 6B*U]ph6B*]phj6B*U]phB*CJOJQJaJph CJOJQJB*CJOJQJaJph3,,,,,"-'-,---p-u-z-{-mm8m}$$IfF;W#dT t)0W#    3a7 $$7$8$H$Ifa$$If {---------0.5.:.;.m mm}$$IfF;W#dT t)0W#    3a7 $$7$8$H$Ifa$$If ;.<.0033K3L3M3T3[3b3i3m3s3$If$a$s3t3{333+%%%$If$$IfTl֞0 dj<     t)0634 la733333$If33333+%%%$If$$IfTl֞0 dj<     t)0634 la733333$If33333+%%%$If$$IfTl֞0 dj<     t)0634 la733333$If33344+%%%$If$$IfTl֞0 dj<     t)0634 la744 444$If444 4!4+d%%%$If$$IfTl֞0 dj<     t)0634 la7!4"4#4*404$If0414546474+D%%%$If$$IfTl֞0 dj<     t)0634 la7748494:4A4$IfA4B4C4_4l5+)$$ & F$$IfTl֞0 dj<     t)0634 la7l5566788x9z99999 $$7$8$H$Ifa$ $7$8$H$If$a$h^h & F 9999999:::lDaSSSlaSS $$7$8$H$Ifa$ $7$8$H$If$$IfT\d+QP t)03a :#:$:E:J:O:U:V:<^S^N$a$ $7$8$H$If$$IfT\d+QP t)03a $$7$8$H$Ifa$<<<<h=>E?F?@@@@@#AFAGAABB`BBBB:C;CCC$a$ $[$\$a$$a$$a$<<<<_<f<p<g=>>@@@@@@FABBB;CC.D/D^D_DEE,EKEGGGGĻİĻqeqY0J5B*CJ\ph6B*CJ]aJph0J6B*CJ]aJphB*CJaJphB*CJOJPJQJphB*CJOJQJphB*OJQJph B*CJphB*CJOJQJphCJOJQJaJB*CJOJQJaJphB*CJOJQJaJph B*CJOJQJ\^JaJph 5B*CJOJQJ^JaJph!CC@D^D_DDEEKELEEEETFFGGuGGGHZH[HHI7I8II$a$ $[$\$a$GG[H I IIIRKVKLLMMNuOwOxOyOPPPP$Q&Q-Q/Q7Q8Q9Q?Q@QAQCQDQJQKQLQõê柘}}}vsvsjfj\0J5mHnHu0J5j0J5U0J j0JU5CJH*OJQJaJ5CJOJQJaJOJQJ j0JUB*OJQJaJphB*CJOJQJph0J6B*CJ]aJphB*CJaJph0J5B*OJQJ\ph6B*OJQJ]phB*OJQJph B*CJph0JB*CJph$IIIWJJJKiKjKKLLjLLL"M8M9MMMMGNHNNNNLOrO$a$ $[$\$a$$a$rOsOtOuOvOwOPPP6Q7Q8QAQBQCQNQOQPQQQRQSQ $d N h$d N ]h&#$h]h&`#$ $&dPa$$a$$a$$a$LQMQNQQQB*OJQJaJph0J5j0J5USQTQUQVQWQXQYQZQ[Q\Q]Q^Q_Q`QaQbQcQdQeQfQgQhQiQjQkQlQmQnQoQpQpQqQrQsQtQuQvQwQxQyQzQ{Q|Q}Q~QQQQQQQQQQQQQQQQQQQQQQQQQQQQ$a$ &P . A!"#$%RDdx  S At&http://www.sciencedirect.com/scidirimg/entities/alpha.gifsmall alpha, Greekb"UF'iDnUF'iPNG  IHDR 2s0PLTE{tRNS#]bKGDH cmPPJCmp0712Om/IDATơ0sP.K>L΢"EXS9ob2 Fl@+IENDB`RDdx  S At&http://www.sciencedirect.com/scidirimg/entities/alpha.gifsmall alpha, Greekb"UF'inUF'iPNG  IHDR 2s0PLTE{tRNS#]bKGDH cmPPJCmp0712Om/IDATơ0sP.K>L΢"EXS9ob2 Fl@+IENDB`RDdx  S At&http://www.sciencedirect.com/scidirimg/entities/alpha.gifsmall alpha, Greekb"UF'inUF'iPNG  IHDR 2s0PLTE{tRNS#]bKGDH cmPPJCmp0712Om/IDATơ0sP.K>L΢"EXS9ob2 Fl@+IENDB`RDdx  S At&http://www.sciencedirect.com/scidirimg/entities/alpha.gifsmall alpha, Greekb"UF'i:nUF'iPNG  IHDR 2s0PLTE{tRNS#]bKGDH cmPPJCmp0712Om/IDATơ0sP.K>L΢"EXS9ob2 Fl@+IENDB`RDdx  S At&http://www.sciencedirect.com/scidirimg/entities/alpha.gifsmall alpha, Greekb"UF'i nUF'iPNG  IHDR 2s0PLTE{tRNS#]bKGDH cmPPJCmp0712Om/IDATơ0sP.K>L΢"EXS9ob2 Fl@+IENDB` i<@< NormalCJOJQJ_HmH sH tH J@J Heading 1$@&5CJ OJQJ\mHsHuB@B Heading 2$@&5CJOJQJ\^JB@B Heading 3$@&5CJOJQJ\tHL@L Heading 4$$@&a$>*CJOJQJmHsHuP@P Heading 5$$@&a$5CJ OJQJ\mHsHu<A@< Default Paragraph Font0O0 jedan $-Da$;CJ>O> kemo1 $-D!a$59CJmH sH uHP@H Body Text 2$a$CJOJQJmHsHuL@"L  Footnote Text$a$CJOJQJmHsHuDB@2D Body Text$a$CJOJQJmHsHu8&@A8 Footnote ReferenceH*HQ@RH Body Text 3$a$CJOJQJmHsHu, @b, Footer  !&)@q& Page Number,@, Header  !V^@V Normal (Web)dd[$\$CJOJQJaJmH sH u.U@. Hyperlink >*B*ph>V@> FollowedHyperlink >*B* ph"W@" Strong5\&X@& Emphasis6]>4JAD  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEJ. 7B==6>? @ A B   ! #$%& '!(")#*$+%,&" -'/(0)1*2+3,4-5.6/708192:3;4<58>9A;?:@< CCDDE  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEH      !"#$%&'()*+,-./0123456789:;<=>?@ABCDJCDsqsT   a>WC&^ !!!!!#!$!%!&!'!(!)!-!0!5!6!=!>!?!E!H!M!N!U!Y!^!d!g!l!m!r!v!{!!!!!!!!!!!!!!!!!!!!!!!!!" """""""'")"-"/"2"7"8"A"D"I"K"N"S"T"h"i"j"u"x"}"~""""""""""""""""""""""## #+#.#2#3#5#6#A#$$U$V$[$j$k$$$$$$$$$/%4%9%:%i%n%s%t%%%%%%%%%%%&&5&:&?&@&y&~&&&&&&&"''','-'p'u'z'{'''''''''0(5(:(;(<(**--K-L-M-T-[-b-i-m-s-t-{-------------------------... ..... .!.".#.*.0.1.5.6.7.8.9.:.A.B.C._.l//001z2{2222222222222333#3$3E3J3O3U3V35555h67E8F899999#:F:G::;;`;;;;:<;<<<<@=^=_==>>K>L>>>>T??@@u@@@AZA[AAB7B8BBBBWCCCDiDjDDEEjEEE"F8F9FFFFGGHGGGGLHrHsHtHuHvHwHIII6J7J8JAJBJCJNJOJPJQJRJSJTJUJVJWJXJYJZJ[J\J]J^J_J`JaJbJcJdJeJfJgJhJiJjJkJlJmJnJoJpJqJrJsJtJuJvJwJxJyJzJ{J|J}J~JJJJJJJJJJJJJJJJJJJJJJJJJJ0000000000000000000000000000000000000 00 000 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0000000000000000000000000000000050505050505050500909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909090909@0 0@0@0@0@0@0@0@0@0@0@0 00000000000000000000000000000000000000000000000000000000000000000000000=',<GLQQ*./9MbdgC#''&'5'?'U'l''''''((7(K(i(~(((((+)6)*:++,{-;.s333333344!40474A4l59:<CIrOSQpQQQ+-012345678:;<=>?@ABCDEFGHIJKLNOPQRSTUVWXYZ[\]^_`acefhijQ,6 m n G!;D****JXtCtCtCtCtCt!!  ?b$_J~8Yhb$bηُ<#CRe9(R$_bnR/Ad 0e0e     A@  A5% 8c8c     ?A)BCD|E||S"@ , (  \  S  ?" \  S ?" B S  ?J nt U}t _Hlt33956291 _Hlt33956292 _Hlt33956329 _Hlt33956330 _Hlt33958325 _Hlt33958326 _Hlt33963842 _Hlt33963843  0 0 >>J@@@@@@@@3 3 3 3 > >J/;=JKVW^`ijp    V[]c6!=!((*)*33h4y4445555Y6_69999):3:N:T:_:d:;`;f;;;;;:<c=i=r=y= >>P>X>^>b>@@=BABBBC CCC{DD"E(EFAFFFFGGIGGGGwHyHII JJPJQJJ*4ak j 6!+>d>g>>> ??\?_???@@KAMABB'B)BBB_C`CZD\DDD EEqEzE*F7FFFFFGHGGGG HHcHeHwHyHIIPJQJJ33333333333333333333333333333333333TUbbkqy| & J L R V M [ _ q `abjmqDDtu,,9999vHwHIPJQJJekonomski fakultetuC:\Documents and Settings\Korisnik\Application Data\Microsoft\Word\AutoRecovery save of martina-literature review.asdbla]C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of martina-literature review.asdblaVC:\WINDOWS\Temporary Internet Files\Content.IE5\WJMPIT0Z\martina-literature review.docblaVC:\WINDOWS\Temporary Internet Files\Content.IE5\WJMPIT0Z\martina-literature review.docblaVC:\WINDOWS\Temporary Internet Files\Content.IE5\WJMPIT0Z\martina-literature review.docbla0C:\WINDOWS\Desktop\martina-literature review.docekonomski fakultet]C:\Documents and Settings\Korisnik\Desktop\ lanak2003internet\CAS\HORVAT,MIKRUT,KULASINhr.docekonomski fakultet]C:\Documents and Settings\Korisnik\Desktop\ lanak2003internet\CAS\HORVAT,MIKRUT,KULASINen.docekonomski fakultetsC:\Documents and Settings\Korisnik\Application Data\Microsoft\Word\AutoRecovery save of HORVAT,MIKRUT,KULASINen.asdekonomski fakultetLE:\IZBORI U ZVANJA\Clanci\ lanak2003internet\CAS\HORVAT,MIKRUT,KULASINen.doc_B G |^3Tqd"@iT9'nz[^a6ybdh^`)hee^e`.h5 L5 ^5 `L.h^`.h^`.hL^`L.huu^u`.hEE^E`.hL^`L.^`o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`^Jo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`)h^`)pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`^Jo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.@iqd^a6y9'n^3T_B G                                                       @ @ @ @  !!!!!#!$!%!&!'!(!)!-!0!5!6!=!>!?!E!H!M!N!U!Y!^!d!g!l!m!r!v!{!!!!!!!!!!!!!!!!!!!!!!!!!" """""""'")"-"/"2"7"8"A"D"I"K"N"S"T"h"i"j"u"x"}"~""""""""""""""""""""""## #+#.#2#3#A#U$V$[$j$k$$$$$$$$$/%4%9%:%i%n%s%t%%%%%%%%%%%&&5&:&?&@&y&~&&&&&&&"''','-'p'u'z'{'''''''''0(5(:(;(L-M-T-[-b-i-m-s-t-{-------------------------... ..... .!.".#.*.0.1.5.6.7.8.9.:.A.B.22222222222333#3$3E3J3O3U3V3IPJQJWJ]JJJB@3333 B@23J```@`8`t@UnknownGz Times New Roman5Symbol3& z ArialI& ??Arial Unicode MS"qhZsFޔ{FrF{ ;R)Yq20d`I1wH 3QHGPRIKAZ SVJETSKIH METODA MJERENJA ZADOVOLJSTVA KUPCA PREMA ISO 9001:2000homeekonomski fakultetOh+'0 $4 P\ x   HPRIKAZ SVJETSKIH METODA MJERENJA ZADOVOLJSTVA KUPCA PREMA ISO 9001:2000RIKhomeZ SomeomeNormalSekonomski fakultetT3onMicrosoft Word 9.0T@V@d#@0M@v{ ;՜.+,D՜.+,x4 hp  homew`I HPRIKAZ SVJETSKIH METODA MJERENJA ZADOVOLJSTVA KUPCA PREMA ISO 9001:2000 Title  8@ _PID_HLINKSA$http://www.sciencedirect.com/bib15]:http://www.sciencedirect.com/scidirimg/entities/alpha.gif] :http://www.sciencedirect.com/scidirimg/entities/alpha.gif]:http://www.sciencedirect.com/scidirimg/entities/alpha.gif]:http://www.sciencedirect.com/scidirimg/entities/alpha.gif]0:http://www.sciencedirect.com/scidirimg/entities/alpha.gif  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijkmnopqrsuvwxyz{|}~Root Entry F@m Data l1TabletpWordDocument"SummaryInformation(DocumentSummaryInformation8CompObjjObjectPool@m @m   FMicrosoft Word Document MSWordDocWord.Document.89q