GENDER DIFFERENCES IN COMPUTER SELF-EFFICACY AT COLLEGE STUDENTS

Previous research attested significant gender differences in attitude toward technology, computer self-efficacy beliefs, and computer value beliefs, favoring male students (Nelson & Cooper, 1997). However, today computers can be used for a variety of activities, some more suitable for girls. The diversity of options in using computers might reduce the gender gap in general computer perceived self efficacy. The present research examined college students' gender differences in computer experience (frequency and types of computer use), perceived self-efficacy and computer value beliefs. 194 college students (mean age = 19.6 Std. Deviation 1.2), enrolled in social sciences studies, 102 girls and 92 boys participated in the study. Each student completed a self report questionnaire that had two parts. The first part consisted in questions regarding frequency of computer use, types of activities they are conducting on computers and perceived proficiency in computer utilization. Descriptive statistics revealed that the mean for perceived self-efficacy is 60.99 for girls and 65.40 for boys. T tests for independent variables showed the difference is significant (F = 9.88, df1 sig.002). The mean for value beliefs is 21.37 for girls and 21.07 for boys. Correlations between variables shows that perceived computer self-efficacy strongly correlates with gender (.221, sig. .002), proficiency rating (.550, sig .0001), frequency of computer use (.385, sig .0001), and computer value beliefs (.321, sig.0001). Despite the fact that frequency of computer utilization increased between girls, significant differences in computer self-efficacy continue to exist in the studied sample.