Using technology in higher education: The influence of gender roles on technology self-efficacy

Ann Hergatt Huffman; Jason Whetten; William H. Huffman

doi:10.1016/j.chb.2013.02.012

Using technology in higher education: The influence of gender roles on technology self-efficacy

Ann Hergatt Huffman, Jason Whetten, William H. Huffman

Psychological Sciences

Research output: Contribution to journal › Article › peer-review

205 Scopus citations

Abstract

The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.

Original language	English (US)
Pages (from-to)	1779-1786
Number of pages	8
Journal	Computers in Human Behavior
Volume	29
Issue number	4
DOIs	https://doi.org/10.1016/j.chb.2013.02.012
State	Published - 2013

Keywords

Gender differences
Gender roles
Technology self-efficacy

ASJC Scopus subject areas

Arts and Humanities (miscellaneous)
Human-Computer Interaction
General Psychology

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10.1016/j.chb.2013.02.012

Cite this

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title = "Using technology in higher education: The influence of gender roles on technology self-efficacy",

abstract = "The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.",

keywords = "Gender differences, Gender roles, Technology self-efficacy",

author = "Huffman, \{Ann Hergatt\} and Jason Whetten and Huffman, \{William H.\}",

note = "Funding Information: We could not have completed this project without the resources and funding from Northern Arizona University{\textquoteright}s E-Learning Faculty Fellow Research granting program. Additionally, the authors would like to thank Alexa Grochocki for her hard work as lead Research Assistant during the initial stages of this project. We would also like to thank Ian Dixon-McDonald and Blake Miley for their excellent assistance in the subsequent phases of this research project. ",

year = "2013",

doi = "10.1016/j.chb.2013.02.012",

language = "English (US)",

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N1 - Funding Information: We could not have completed this project without the resources and funding from Northern Arizona University’s E-Learning Faculty Fellow Research granting program. Additionally, the authors would like to thank Alexa Grochocki for her hard work as lead Research Assistant during the initial stages of this project. We would also like to thank Ian Dixon-McDonald and Blake Miley for their excellent assistance in the subsequent phases of this research project.

PY - 2013

Y1 - 2013

N2 - The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.

AB - The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.

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Using technology in higher education: The influence of gender roles on technology self-efficacy

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Keywords

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