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.

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.

The Role of Computer Attitudes in Enhancing Computer Competence in Training

2011 ◽  
Vol 23 (3) ◽  
pp. 81-100 ◽  
Author(s):  
James P. Downey ◽  
Lloyd A. Smith
Keyword(s):  
Self Efficacy ◽  
Word Processing ◽  
Web Design ◽  
Skills Training ◽  
Computer Attitudes ◽  
Previous Experience ◽  
Training Process ◽  
Computer Competence ◽  
The Relationship

Computer competence is poorly conceptualized and inconsistently measured. This study clarifies computer competence and examines its relationship with anxiety, affect, and pessimism, along with self-efficacy and previous experience. Using a survey of 610 end users, the strengths of anxiety, affect (positive), pessimism, self-efficacy, and previous experience were compared for nine different competency measures in seven different domains, including word processing, email applications, spreadsheets, graphic programs, databases, web design, and overall computing. Results suggest that for most domains, affect and anxiety are significant predictors, as are self-efficacy and previous experience, but pessimism is not. In addition, competence in a domain was found to mediate the relationship between competence and its antecedents. These results suggest that organizations focus not only on skills training, but on ways to enhance computing attitudes during the training process.

Exploring the Gender Differences of Student Teachers when using an Educational Game to Learn Programming Concepts

2011 ◽  
pp. 550-566
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Gender Differences ◽  
Student Teachers ◽  
Empirical Research ◽  
Computer Games ◽  
Exploratory Study ◽  
Male Student ◽  
Educational Game ◽  
Male Students ◽  
And Performance ◽  
Research Studies

The gender differences have long been an issue in computer games, but there is very little empirical research on the behavior and performance of females and males when playing computer games. This chapter discusses an exploratory study that aimed to examine the gender differences between female and male student teachers who played an educational game to learn programming concepts. This study we adopted a self-made educational game called “Game”. Fifteen males and eighteen females finished playing a level of the Game. Female participants spent more time in the Game but their scores were lower. Female and male students also employed different strategies when playing the Game. The findings call for larger and longer research studies and perhaps a re-design of the Game to make it more appealing to females, in order to have a thorough examination on the gender differences when using an educational game to learn.

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.

scholarly journals Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Anastasia Ostrawoski ◽  
Anastasia Ostrawoski
Keyword(s):  
Gender Differences ◽  
Student Learning ◽  
Self Efficacy ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Female Students ◽  
Male Students ◽  
Learning Gains ◽  
Education Programs ◽  
Survey Responses

Engineering entrepreneurship education programs are increasingly exposing students to entrepreneurship and innovation. Little is known about student learning gains in these programs, particularly from a gender perspective. This study examines gender differences in students’ Entrepreneurial Self-efficacy (ESE) among students enrolled in a senior-level College of Engineering’s entrepreneurship practicum course. The ESE Scale was administered at the beginning and end of the semester to measure students’ self-efficacy for five ESE constructs – searching, planning, marshalling, implementing-people and implementing-finance. The findings reveal improvement in students searching, planning, marshalling, and implementing-finance constructs after the course. Significant gender differences were found for planning, marshalling, and implementing-finance constructs in students’ pre survey responses with female students reporting lower ESE. However, no significant gender differences were noted in students’ post survey responses. This indicates that female students were able to reach similar levels of ESE as male students as an outcome of instruction. These results demonstrate the positive impact of an entrepreneurship course on female students’ ESE and the importance of entrepreneurship programs for promoting innovation regardless of gender.

scholarly journals Self-efficacy and Attitude toward Mathematics: A Multigroup Invariance Analysis and Gender Difference

2018 ◽  
Vol 5 (2) ◽  
pp. 1-10
Author(s):  
Elizar Elizar ◽  
I Gusti Ngurah Darmawan
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Self Efficacy ◽  
Positive Attitude ◽  
T Test ◽  
Male Students ◽  
P Value ◽  
Attitude Scales ◽  
And Gender ◽  
Mathematics Self Efficacy

This article aims to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine gender differences of MSAS across gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were involved in the study. The analysis of invariance is conducted to examine whether the items in the MSAS are operating equivalently between Year 9 female and male students in the province of Aceh, Indonesia. The analysis discovered the evidence of multigroup equivalence of the MSAS across gender (p value is not statistically significant or ∆CFI ≤ 0.01). An independent t-test found that attitude toward mathematics is significantly different between female and male students. Females have a more positive attitude toward mathematics. This study may be used as one of the evidences as for the needs to enhance male students attitude toward mathematics

The Role of Computer Attitudes in Enhancing Computer Competence in Training

2012 ◽  
pp. 265-285
Author(s):  
James P. Downey ◽  
Lloyd A. Smith
Keyword(s):  
Self Efficacy ◽  
Word Processing ◽  
Web Design ◽  
Skills Training ◽  
End Users ◽  
Computer Attitudes ◽  
Previous Experience ◽  
Computer Competence ◽  
The Relationship

Computer competence is poorly conceptualized and inconsistently measured. This study clarifies computer competence and examines its relationship with anxiety, affect, and pessimism, along with self-efficacy and previous experience. Using a survey of 610 end users, the strengths of anxiety, affect (positive), pessimism, self-efficacy, and previous experience were compared for nine different competency measures in seven different domains, including word processing, email applications, spreadsheets, graphic programs, databases, web design, and overall computing. Results suggest that for most domains, affect and anxiety are significant predictors, as are self-efficacy and previous experience, but pessimism is not. In addition, competence in a domain was found to mediate the relationship between competence and its antecedents. These results suggest that organizations focus not only on skills training, but on ways to enhance computing attitudes during the training process.

Gender, Group Composition, Cooperation, and Self-Efficacy in Computer Studies

1996 ◽  
Vol 15 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Tor Busch
Keyword(s):  
Self Efficacy ◽  
Group Composition ◽  
Female Students ◽  
Male Students ◽  
Computer Experience ◽  
Gender Group ◽  
Student Groups ◽  
Level Of Activity ◽  
Computer Course ◽  
High Degree

This study aimed to investigate whether gender, group composition, or self-efficacy in computing has any impact on cooperation, giving or getting task-related help, and level of activity in student groups. The groups were established during a computer course among 150 college students in business administration. According to our results, students with low self-efficacy in computing, and students in groups with a majority of females, cooperated more than any other categories in their work with computers. Furthermore, students with high self-efficacy in computing, and students with a high degree of previous computer experience, offered more task-related help to other students than did the rest. In terms of gender, the level of activity was evaluated as highest in majority-female or majority-male groups. Moreover, female students had significantly lower self-efficacy in computing, less previous computer experience, and they had received less previous encouragement to work with computers. Finally, female students were receiving more task-related help, while at the same time giving less task-related help than male students.

Student Computer Achievement, Attitude, and Anxiety: The Role of Learning Strategies

2003 ◽  
Vol 28 (1) ◽  
pp. 47-61 ◽  
Author(s):  
Meng-Jung Tsai ◽  
Chin-Chung Tsai
Keyword(s):  
Learning Strategies ◽  
Computer Technology ◽  
Computer Literacy ◽  
Computer Anxiety ◽  
Important Variable ◽  
Computer Attitudes ◽  
Basic Knowledge ◽  
Metacognitive Skills ◽  
Computer Course ◽  
Main Ideas

People are living in a society with numerous applications of computer technology; hence, achieving the goal of computer literacy is currently implemented in schools at various levels. In general, computer literacy includes basic knowledge and skills of computer technology (computer achievement), computer attitudes, and computer anxiety. This study viewed students' learning strategies as an important variable related to their computer literacy. Through collecting research data from 75 Taiwanese eighth graders enrolled in a computer course, this study revealed that students with higher-order metacognitive skills in monitoring their comprehension, selecting main ideas, and using resources helpful for learning tended to have higher computer achievement, better computer attitudes, and lower computer anxiety. In particular, the strategy of finding and using other study aids seemed to help the students have better attitudes and lower anxiety of learning computers.

Sign in / Sign up

Export Citation Format

Share Document