An investigation of computer anxiety by gender and grade

King, Jeremy; Bond, Trevor G.; Blandford, Sonya

doi:10.1016/s0747-5632(01)00030-9

Cited by 92 publications

(63 citation statements)

References 34 publications

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“…The majority of females and males had easy access to a computer and Internet outside the university campus. These results are consistent to the findings of many other recent studies (King et al, 2002;North & Noyes, 2002;Whitley, 1997). They confirm that gender gaps related to ICT access diminished and probably do not have practical importance.…”

Section: Resultssupporting

confidence: 92%

“…New technologies became an indispensable aspect of learning, work and everyday life. A number of researchers argued that computing should no longer be regarded as a male domain (King, Bond & Blandford, 2002;North & Noyes, 2002;Whitley, 1997). According to them, canonical gender gaps in the educational sector are disappearing and, probably, do not have any practical importance for the future.…”

mentioning

confidence: 99%

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Gender issues in preservice teachers' training: ICT literacy and online learning

Markauskaitė

2006

AJET

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Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences were found between females and males for previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females were observed for technical ICT capabilities, and situational and longitudinal sustainability. Males' scores were higher. In the regression analysis, when the impacts of the background and ICT experience variables were controlled, gender failed to be a significant predictor for sustainability scores. However, it remained a significant predictor for some trainee teachers' scores, related to their technical ICT capabilities. Female and male participation in compulsory online learning activities was also compared. No significant differences were observed. IntroductionThe introduction of information and communication technology (ICT) into the educational sector has created new social stereotypes and gender inequalities. Since the invention of computers, ICT related activities have been viewed as a "male domain" (Brosnan & Davidson, 1996;Panteli, Stack & Ramsay, 1999) or "something for boys" (Reinen & Plomp, 1996). In schools, a computer was associated primarily with programming and logical scientific thinking. Thus, old, stereotypic gender differences in attitudes and achievements that previously existed in mathematics and technological disciplines were extrapolated to the new area of ICT. As several research reviews and meta-analyses have summarised, boys were more interested in ICT than girls, were heavier users of computers, had 2 Australasian Journal of Educational Technology, 2006, 22(1) more positive attitudes about computers, and thus outperformed girls in ICT literacy 1 (Reinen & Plomp, 1993Volman & Eck, 2001).During the last two decades, the role of ICT in education changed radically. New technologies became an indispensable aspect of learning, work and everyday life. A number of researchers argued that computing should no longer be regarded as a male domain (King, Bond & Blandford, 2002;North & Noyes, 2002;Whitley, 1997). According to them, canonical gender gaps in the educational sector are disappearing and, probably, do not have any practical importance for the future.However, a number of recent studies have provided evidence that ICT related differences between females and males lessened mainly in access to ICT, and in basic computer skills (Busch, 1995;Rainer, Laosethakul & Astone, 2003 et al., 2001). In addition, female and male students are likely to be different in terms of the types of computer use rather than in all areas of ICT application (...

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Section: Resultssupporting

confidence: 92%

mentioning

confidence: 99%

Gender issues in preservice teachers' training: ICT literacy and online learning

Markauskaitė

2006

AJET

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“…The finding that girls had more anxiety in learning than boys concurred with some other researchers elsewhere though in some studies different findings have been documented in grades 7 to 11 where girls were less anxious than boys (King, Bond & Blandford, 2002). A deeper study on computer anxiety would be useful to establish whether anxiety was caused during computer classes or was a pre-existing computer anxiety as found in a study by Gaudron & Vignoli, (2002).…”

Section: Discussionsupporting

confidence: 80%

Technology in Learning: Narrowing the Gender Gap?

Kaino

2008

EURASIA J MATH SCI T

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The introduction of Information and Communication Technology (ICT) into the school curricula raised some hopes that it could minimize gender differences in learning. The interactive nature of ICT materials was believed to provide a favorable environment especially for girls to learn. This article reports the findings of the study that analyzed students' gender differences in learning using computers in Botswana junior secondary schools in the year 2006. Variables considered were usefulness and enjoyment of using computers in learning, anxiety in learning when using computers and interaction among students of both sexes. Data were collected using structured interviews with closed and open-ended questions, and analyzed using qualitative and quantitative techniques. The findings of the study indicated that while gender differences existed in anxiety and usefulness variables, some positive aspects in learning were visible when computers were used. At the end, suggestions on the way forward are outlined.

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“…Recent research has found an association between perfectionism and computer anxiety (King, Bond, & Blandford, 2002) and statistics anxiety (Walsh & Ugumba-Agwunobi, 2001) among students. Because basic computer skills are an important component of many different university courses, computer related anxiety can induce an unsuccessful university experience and may result in academic under achievement.…”

Section: Introductionmentioning

confidence: 99%

“…Hewitt and Flett (1991) define perfectionism as the tendency to engage in 'setting unrealistic standards and trying to attain these standards, selective attention to and overgeneralization of failure, stringent self-evaluations, and all or none thinking where only total success or total failure exist as outcomes ' (p. 456). Setting high standards is often beneficial for performance, but when nothing but perfect performance is perceived to be good enough these originally positive expectations may instead lead to the development of a negative self-concept, and a fear-of-failure syndrome.Recent research has found an association between perfectionism and computer anxiety (King, Bond, & Blandford, 2002) and statistics anxiety (Walsh & Ugumba-Agwunobi, 2001) among students. Because basic computer skills are an important component of many different university courses, computer related anxiety can induce an unsuccessful university experience and may result in academic under achievement.…”

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confidence: 99%

The influence of personality on HE students’ confidence in their academic abilities

Pulford

Sohal

2006

Personality and Individual Differences

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Students' confidence in their academic abilities, measured with the Individual Learning Profile (ILP) scale, was examined in relation to their personality traits and grades. To validate the ILP, in Study 1, factor analysis of data from 3003 students extracted six factors (Reading and Writing, Hard IT, Numeracy, Time Management, Speaking, and Easy IT) with good internal reliability. Subsequently, in Study 2, 130 students completed the refined ILP, and scales measuring the Big Five, Perfectionism, Anxiety, and Self-Esteem. Between 10% and 31% of the variance in four ILP factors, but not IT skills, could be predicted by personality traits, but Self-Esteem and Anxiety were not influential. Higher conscientiousness and openness positively predicted higher confidence in reading and writing, while agreeableness and three aspects of perfectionism predicted confidence in numeracy skills. Being introvert and female were predictive of lower confidence in speaking, as were low conscientiousness and the perfectionistic desire to be organised. Conscientiousness, Extraversion, and the perfectionistic desire to be organised were strong predictors of confidence in time-management skills, which in turn predicted first year GPA. The reliability of the ILP was examined over the course of a one-year interval.Keywords: Personality, Confidence, Big Five, Self-beliefs, Individual Learning Profile, Academic Achievement, Individual Differences.When things get tough for students in Higher Education they need the self-belief that they can succeed, and the confidence to keep persevering, or else they may be more likely to give up. The beliefs that students hold about their academic abilities are important, but may be influenced not only by the student's true ability but also by their personality. While self-perceptions of academic competence have been investigated in children (cf. Kinard, 2001), little is known about how adult HE students perceive their academic strengths and weaknesses and whether these relate to personality. The current work seeks to address this gap.In 2001 the University of Wolverhampton introduced the Individual Learning Profile (ILP) questionnaire to first year students, in an attempt to identify students at risk of failure and enhance personal tutoring practices to build confidence and motivation. The ILP was broadly based on a questionnaire developed by De Montfort University to help examine why students underachieve, and asks questions about students' confidence in speaking and listening, reading and researching, time-management, IT Skills, numeracy skills, and writing. The current study was designed to evaluate the psychometric properties of the ILP as an instrument to measure students' perceived academic strengths and weaknesses. The influence of personality traits on students' perceived academic strengths and weaknesses (as measured by the ILP) will also be examined as perceptions of abilities can be biased. Ehrlinger and Dunning (2003) suggest that the general views held by people about their abilities,...

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An investigation of computer anxiety by gender and grade

Cited by 92 publications

References 34 publications

Gender issues in preservice teachers' training: ICT literacy and online learning

Gender issues in preservice teachers' training: ICT literacy and online learning

Technology in Learning: Narrowing the Gender Gap?

The influence of personality on HE students’ confidence in their academic abilities

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