The relationship of computer self-efficacy expectations to computer interest and course enrollment in college

Miura, Irene T.

doi:10.1007/bf00289956

Cited by 197 publications

(90 citation statements)

References 9 publications

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“…There are hardly any differences in self-efficacy between boys and girls, contrary to what has been described in other studies pointing at less self-efficacy in girls as compared with boys (Adebowale et al, 2009;Busch, 1995;Downes & Looker, 2011;Durndell & Haag, 2002;Miura, 1987;Papastergiou, 2008).…”

Section: Self-efficacy In Th E Use Of Ictcontrasting

confidence: 73%

“…the experience of being successful in carrying out a task increases the self-efficacy related to that task; observing someone else's success or failure influences self-efficacy; verbal persuasion may have an impact on the possibilities of success; and the issue of one's emotional status. Self-efficacy is lower among girls (Durndell & Haag, 2002;Miura, 1987). Downes and Looker (2011) established a correlation between self-efficacy and the intention of students to enrol in ICT studies in the future.…”

Section: Attitudes and Self-efficacymentioning

confidence: 96%

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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: Self-efficacy In Th E Use Of Ictcontrasting

confidence: 73%

Section: Attitudes and Self-efficacymentioning

confidence: 96%

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

2017

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“…The research also reveals that male teachers score higher than women in the anxiety sub-dimension of computer anxiety scale and they are more anxious in learning how to use computers. Other studies also support this result Kilic 1555 (Miura, 1987). Another finding of the study was that the self-efficacy of female music teachers was seen to be lower than their male counterparts.…”

Section: Discussionmentioning

confidence: 53%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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“…Miura found that men rank themselves higher in self-efficacy in comparison to women [14]. Additionally, this survey found that there was a positive relationship between an intention to take a CS class and self-efficacy in CS.…”

Section: Related Workmentioning

confidence: 63%

The Emerging Role of Self-Perception in Student Intentions

Dempsey

Snodgrass

Kishi

et al. 2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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Recruitment and retention of women has been a persistent problem in the field of computer science. With a growing number of jobs that require a computer science degree, this problem does not only affect computer science departments with low enrollment, but also impacts industry. There is still no universally accepted explanation for the underrepresentation of women in the computing field. Various solutions have been implemented in an attempt to resolve this problem and yet gender imbalance in fields related to computer science persists.In this paper we study how perceptions held by students influence their intention to pursue computer science. Through a descriptive study, using a survey given out to first semester students in a computer science class, we measure perceptions, attitudes, self-efficacy, and identity, then we study the correlations between them and students' intentions to further pursue computer science. Our goal is to understand how determinative these constructs are to having students continue in the major.

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The relationship of computer self-efficacy expectations to computer interest and course enrollment in college

Cited by 197 publications

References 9 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

Music teachers computer anxiety and self-efficacy

The Emerging Role of Self-Perception in Student Intentions

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