Acceptance of Digital Technology Among Male and Female University Students: With a Focus on STEM Students

Abstract

The acceptance of digital technologies is an important, cross-disciplinary indicator for the scientific and professional development of university students, especially STEM students. The study is based on Davis' Technology Acceptance Model and Ajzens' Theory of Planned Behavior. To find out whether and how both genders still differ in this area, students from three university faculties (education, economic sciences, natural sciences; N=428) were surveyed. The digital technology acceptance scale and scales recording the test subjects' personal media biography, digital skills, self-efficacy, performance goal orientations, control beliefs, and stress were applied. As a result, female and male students differ as far as digital technologies are concerned: In the total group, female students exhibit significantly lower values in digital technology acceptance, computer affinity and digital media selfefficacy. The separate analysis of STEM students yields encouraging results: In STEM, the profiles of both genders match in almost all points. Nevertheless, the regression models for predicting digital technology acceptance show that while the attitudes, skills and social support perceptions recorded naturally connect with male STEM students' digital technology acceptance, only the variable digital media selfefficacy predicts the criterion among female STEM students. For future research, it is recommended to focus the research field on measures to promote the sustainable development of study and career-related interests among female STEM students during their studies.