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. 147 0 1995, Baywood Publishing Co.. Inc.

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.

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