Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students
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Author list: Deechuay N., Koul R., Maneewan S., Lerdpornkulrat T.
Publisher: Springer
Publication year: 2016
Journal: Education and Information Technologies (1360-2357)
Volume number: 21
Issue number: 6
Start page: 1699
End page: 1713
Number of pages: 15
ISSN: 1360-2357
eISSN: 1573-7608
Languages: English-Great Britain (EN-GB)
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Abstract
This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age = 18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs. © 2015, Springer Science+Business Media New York.
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Career intentions
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