Students show an acquired and relatively durable disposition to evaluate computer
technology in general, and Computer-Assisted Translation (CAT) tools in particular, and to
behave accordingly. However, some of these attitudinal patterns which have been detected
in students can negatively interfere in their learning performance. Thus, developing a
positive attitude towards using CAT tools in translation students constitutes a desirable
objective for any university program in this field. The results of a survey research about
the cognitive, affective and behavioural factors of this particular attitude in translation
students from the University of Las Palmas de Gran Canaria (Spain) are presented. The
aim of this study is to analyse students’ attitudinal components in detail, in order to
detect those aspects which need more attention and to anticipate CAT-related learning
difficulties. Finally, pathways of promoting a positive attitudinal change are introduced.
