Gender Differences in Self-Efficacy and Attitudes toward Computers

Busch, Tor

doi:10.2190/h7e1-xmm7-gu9b-3hwr

Cited by 450 publications

(229 citation statements)

References 41 publications

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“…Overall girls' attitudes were slightly lower than boys', consistent with findings in other studies (Adebowale et al, 2009;Busch 1995;Chen, 1986;Ogan et al, 2005;Shashaani, 1993;Volman & Van Eck, 2001). However, some of the attitude dimensions showed interesting discrepancies.…”

Section: Attitudes In the Use Of Ictsupporting

confidence: 89%

“…This finding, that boys enjoy ICT more than girls, however, is not consistent with the reviewed literature (Adebowale et al, 2009;Busch, 1995;Fančovičová & Prokop 2008;Kaino, 2008;Ogan et al, 2005;Shashaani, 1993;Teo, 2008). We believe that a factor explaining differences in these studies and our results may actually reflect differences in ages in the samples studied and differences in the use of computers in schools and at home.…”

Section: Attitudes In the Use Of Ictcontrasting

confidence: 84%

“…The socio-demographic section describes personal and contextual features of students, following similar approaches in previous studies (Busch, 1995;Chen, 1986;Durndell & Haag, 2002;Ogan et al, 2005;Shashaani, 1993). Sáinz and López-Sáez (2010), and Stockdale and Keane (2016) indicate the importance of the influence of the family in the stereotypical perception of the ICT jobs and in the choice of studies and the professional orientation of the girls and boys.…”

Section: Figure 1 Percentage Of Females (In Dark Grey) and Males (Inmentioning

confidence: 85%

“…Girls' attitudes in the use of ICT are slightly lower than boys' (Adebowale, Adediwura & Bada, 2009;Busch 1995;Chen, 1986;Ogan, Herring & Robinson, 2005;Shashaani, 1993;Volman & Van Eck, 2001). The term attitude has, however, different dimensions: anxiety, enjoyment, and self-confidence.…”

Section: Attitudes and Self-efficacymentioning

confidence: 99%

“…Self-efficacy is the conviction of one's own ability to successfully carry out a given task (Busch, 1995). Psychological studies relate self-efficacy to the likelihood of selecting or being interested in a task, the level of effort and the persistence in completing tasks (Bandura, 1978;Bandura & Schunk, 1981).…”

Section: Attitudes and Self-efficacymentioning

confidence: 99%

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Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

2017

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Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.

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Section: Attitudes In the Use Of Ictsupporting

confidence: 89%

Section: Attitudes In the Use Of Ictcontrasting

confidence: 84%

Section: Figure 1 Percentage Of Females (In Dark Grey) and Males (Inmentioning

confidence: 85%

Section: Attitudes and Self-efficacymentioning

confidence: 99%

Section: Attitudes and Self-efficacymentioning

confidence: 99%

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Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

2017

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Behavioral Sciences and Computing

Lisi

1999

Wiley Encyclopedia of Electrical and Electronics Engineering

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Behavioral Sciences and Computing

Barnhart

Lisi

2007

Wiley Encyclopedia of Computer Science and Engineering

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This article presents an overview of behavioral science research on human–computer interactions. The research is peresented according to the following three categories: (1) antecedent‐consequence effects, (2) model building, and (3) individual‐social perspectives. The first category, antecedent‐consequent effects, asks questions such as follows: How does variability in human abilities, traits, and prior performance affect computer use? How does use of computers affect variability in human abilities, traits, and subsequent performance? The second category, model building, consists of research on the nature of human abilities and performance using metaphors form computer science and related fields. Here, the behavioral scientist is primarily interested in understanding the nature of human beings but uses computer metaphors as a basis for describing and explaining human behavior. Model building can also start with assumptions about the nature of human beings, for example, limitations of human attention or types of motivation that serve as the basis for the development of new products and applications for human use. The third category, individual‐social perspective, investigates the effects of increased access to and acceptance of computers in everyday life on human social relations. Questions addressed here are those such as follows: Do computers serve to isolate or connect persons to one another? What are the implications of lack of either access or acceptance of computers in modern cultures? Given the sheer quantity of empirical invesigations in behavioral sciences computing research, the reader should appreciate the highly selective nature of this article.

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Gender Differences in Self-Efficacy and Attitudes toward Computers

Cited by 450 publications

References 41 publications

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

Behavioral Sciences and Computing

Behavioral Sciences and Computing

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