Gender-Differences in Computer Experience and its Influence on Computer Attitudes

1994 ◽  
Vol 11 (4) ◽  
pp. 347-367 ◽  
Author(s):  
Lily Shashaani
Keyword(s):  
Gender Differences ◽  
Computer Attitudes ◽  
Male Students ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Home Computer ◽  
Positive Attitudes ◽  
Computer Confidence ◽  
Number Of Classes

This study of 902 boys and 828 girls in secondary school shows that gender-differences in computer experience has a direct relationship to computer attitudes. The data analysis supports the hypothesis that male students have more computer experience than female students. This experience is measured by the number of computer classes attended, the amount of computer usage, and having access to a home computer. Boys showed more positive attitudes toward computers than girls. The number of classes students attended, and the amount of computer usage was positively related to computer interest, computer confidence (for boys), and perceived computer utility. Home computer ownership was not related to computer attitudes. The association between computer attitudes and computer experience was stronger for males than females.

Gender Differences in Self-Efficacy and Attitudes toward Computers

1995 ◽  
Vol 12 (2) ◽  
pp. 147-158 ◽  
Author(s):  
Tor Busch
Keyword(s):  
Gender Differences ◽  
Computer Games ◽  
Self Efficacy ◽  
Word Processing ◽  
Computer Anxiety ◽  
Computer Attitudes ◽  
Male Students ◽  
Computer Course ◽  
Computer Confidence ◽  
Computer Tasks

This study is aimed to investigate gender differences regarding computer attitudes and perceived self-efficacy in the use of computers among 147 college students. At the end of a computer course, the students completed a questionnaire designed to measure self-efficacy, computer anxiety, computer liking, and computer confidence. The results revealed gender differences in perceived self-efficacy regarding completion of complex tasks in both word processing and spreadsheet software. No gender differences were found in computer attitudes or self-efficacy regarding simple computer tasks. Male students had previously had more computer experience in programming and computer games and reported that they had previously had more encouragement from parents and friends.

Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education

1994 ◽  
Vol 10 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Jennifer L. Dyck ◽  
Janan Al-Awar Smither
Keyword(s):  
Older Adults ◽  
Computer Anxiety ◽  
Attitude Scale ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Younger Adults ◽  
Gender And Education ◽  
Positive Attitudes ◽  
Computer Confidence

Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.

Gender and Computers: The Beneficial Effects of Experience on Attitudes

1986 ◽  
Vol 2 (3) ◽  
pp. 265-282 ◽  
Author(s):  
Milton Chen
Keyword(s):  
Gender Differences ◽  
Peer Groups ◽  
Computer Attitudes ◽  
Home Computer ◽  
Beneficial Effects ◽  
Bay Area ◽  
Formal Instruction ◽  
Positive Attitudes ◽  
Males And Females ◽  
Informal Settings

This study examines gender differences in computer attitudes and experiences of adolescents. A sample of students from five Bay Area high schools was surveyed for their uses of computers before and during their high school years, in both formal instruction and informal settings. Adolescent males had greater total exposure to computers, based primarily on higher enrollments in computer programming classes and participation in voluntary experiences, such as home computer use. Fewer gender differences were found in enrollment in classes using computers for purposes other than programming. Overall, males held more positive attitudes of interest in and confidence with computers than did females. Controlling for amount of computer experience, however, males and females responded with similar levels of interest. Social influences, especially those among peer groups, are explored as important factors for differential rates of participation in computer activities.

scholarly journals Student Attitudes Towards Computers Before And After Taking An Introductory AIS Course

2011 ◽  
Vol 2 (7) ◽  
Author(s):  
Philip W. Morris ◽  
Ronald J. Daigle
Keyword(s):  
Gender Difference ◽  
Student Attitudes ◽  
Traditional Students ◽  
Computer Attitudes ◽  
Font Size ◽  
Computer Experience ◽  
Traditional Student ◽  
Positive Attitudes ◽  
Before And After ◽  
Non Traditional Students

<p class="MsoBodyText" style="text-align: justify; line-height: normal; margin: 0in 0.5in 0pt;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Computer attitudes are measured before students take an introductory AIS course. Attitudes are positive, regardless of gender or traditional vs. non-traditional student status. No difference is noted by gender, but non-traditional students have more positive attitudes. Prior computer experience appears to explain these findings. Attitudes are measured again at semester end. Attitudes either remain the same or slightly improve for respective subgroups studied. Little if any gender difference exists, but the gap by student status is slightly greater. Impact of findings on AIS education is discussed.</span></span></p>

Integrating Technology: Attitudes as a Determinant of the Use of Microcomputers

1989 ◽  
Vol 17 (4) ◽  
pp. 307-317 ◽  
Author(s):  
Gail L. Fann ◽  
David H. Lynch ◽  
Patricia Murranka
Keyword(s):  
Positive Attitude ◽  
Business Communication ◽  
Training Needs ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Integrating Technology ◽  
Positive Attitudes ◽  
The Future ◽  
Before And After ◽  
Technology Attitudes

This study was designed to investigate how attitudes affect students' use of microcomputers. Undergraduates ( N = 829) were surveyed before and after completing required assignments in business communication classes on the microcomputer. Data about students with the best and worst attitudes toward microcomputers were analyzed. Students with more computer experience are more likely to have positive attitudes toward computers than those with less experience. In addition, students with a more positive attitude 1) are more likely to complete assignments on microcomputers and 2) will more likely use microcomputers in the future than those with less experience. Types of training needs differ depending on students' level of microcomputer experience.

The Effects of Psychosocial Factors on Indian Children's Attitudes toward Computers

1994 ◽  
Vol 10 (3) ◽  
pp. 223-238 ◽  
Author(s):  
Fayneese Miller ◽  
Narendra Varma
Keyword(s):  
Psychosocial Factors ◽  
Trait Anxiety ◽  
Mathematics Anxiety ◽  
Computer Attitudes ◽  
Anxiety Scale ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Children's Attitudes ◽  
And Mathematics ◽  
Future Plans

The purpose of this study was to examine the effects of such psychosocial factors as computer experience, computer usage, future plans regarding computers, and various types of anxiety on children's attitudes toward computers. Subjects consisted of 120 males and 159 females in grades six ( N = 120) and seven ( N = 159), who were enrolled in two single-sex, private, residential schools in Dehru Dun, India. The Bath County Computer Attitudes Survey was used to measure attitudes toward computers. The Spielberger Trait-Anxiety Scale and the Fennema-Sherman Mathematics Anxiety Scale were used to measure subjects' trait anxiety and mathematics anxiety levels, respectively. Results indicated that computer experience, usage, future plans, trait anxiety, and mathematics anxiety were significant factors in predicting computer attitudes. The results were consistent with similar research on North American children. Educational implications of these findings are discussed.

Perceived Importance, Enjoyment, and Anxiety as Correlates of Computer Attitudes

2007 ◽  
Vol 100 (1) ◽  
pp. 127-135 ◽  
Author(s):  
Timothy Teo
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Positive Attitude ◽  
Computer Anxiety ◽  
Computer Attitudes ◽  
Female Students ◽  
Male Students ◽  
Positive Attitudes ◽  
Perceptions Of Students ◽  
Perceived Importance

A sample of 138 students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales: Computer Importance, Computer Enjoyment, and Computer Anxiety. An overall positive attitude towards computers was found. Multivariate analysis of variance revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards computers than female students. Implications for educators include managing the perceptions of students that the computers are useful for learning purposes, in addition to using them for leisure and entertainment.

Sex Differences in the Association between Secondary School Students' Attitudes toward Mathematics and toward Computers

1987 ◽  
Vol 18 (5) ◽  
pp. 394-402 ◽  
Author(s):  
Betty Collis
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Attitudes Toward Mathematics ◽  
Positive Association ◽  
Male Students ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes

Sex differences in the positive association between attitudes toward mathematics and attitudes toward computers were examined in 1 018 Grade 8 students and 800 Grade 12 students. The female students were more likely than the male students to associate negative attitudes toward mathematics with negative attitudes toward computers. Participation in an eighth-grade mathematics course with a computer component was associated with positive attitudes toward computers for males but not for females. The integration of computer experiences with mathematics instruction may require some caution to yield more positive attitudes toward mathematics and computers from secondary school females.

Gender Differences in Computer Attitudes and Use among College Students

1997 ◽  
Vol 16 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Lily Shashaani
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Gender Gap ◽  
Parental Behavior ◽  
Computer Training ◽  
Computer Attitudes ◽  
Computer Experience ◽  
Parental Encouragement ◽  
Students Attitudes

In this study we examined the gender gap in computer attitudes and use based on a sample of 202 college students. We surveyed the students' attitudes in relation to gender, experience, and parental encouragement. Students responded differently in regard to attitudes and experience: females were less interested in computers and less confident than males; males were more experienced. Further analysis of the students' responses showed that one semester of computer training improved their attitude toward computers. The results are discussed in terms of students' precollege computer experience and parental behavior.

Deaf College Students and Computers: The Beneficial Effect of Experience on Attitudes

1989 ◽  
Vol 17 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Kate MacKowiak
Keyword(s):  
College Students ◽  
Computer Anxiety ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Spring Semester ◽  
Students Attitudes ◽  
Level Of Significance ◽  
The Impact ◽  
Three Components

The impact of individual differences on deaf college students' attitudes toward computers was investigated. Three components of computer attitudes were examined: liking, anxiety, confidence. Mean scores for each component were calculated. Subjects ( n = 131) were students of both sexes who responded to a questionnaire (alpha .89 for the fall semester and .92 for the spring semester). A t-test did not yield significant differences in the two administrations. The sample positively responded to lack of computer anxiety, and indicated computer liking. Students' confidence level was low. Analyses of variance procedures (.05 level of significance) were run to determine the effect of age, sex, computer experience and major on attitudes. Age, sex, and major were not statistically significant. Computer experience had main affect on all three components of computer attitudes. Interaction by age, sex, experience, and major, was statistically significant for computer anxiety only.

Sign in / Sign up

Export Citation Format

Share Document