Gender differences in computer attitudes: Does the school matter?

Meelissen, Martina R.M.; Drent, Marjolein

doi:10.1016/j.chb.2007.03.001

Cited by 156 publications

(120 citation statements)

References 20 publications

(27 reference statements)

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“…There is 'circumstantial evidence' and a pertinent research finding that indicate that the predictions may hold. First, studies on effects of gender on general computer attitudes of Dutch elementary school children yield findings that are consistent with findings reported for elementary school children in, for example, America and the UK (Meelissen and Drent 2007;Prinsen et al 2007b). Second, large scale comparative studies such as PIRLS and PRIMA, indicate that the language skills of Dutch girls from elementary school are superior to those of Dutch boys, just as in many other western countries (Mullis et al 2001;Van Langen and Driessen 2006 (Prinsen et al 2007b) found that girls produced significantly longer texts (i.e., more words) in CMC, which was related to gender-linked differences in language skills, in agreement with other reported findings from the review.…”

Section: Concluding Remarks About the Literature Reviewsupporting

confidence: 72%

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

Meij

2007

Sex Roles

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This paper first reviews the literature on computer mediated communication (CMC) to examine whether claims about gender-linked differences in specific attitudes, styles and content in CMC have been validated. Empirical studies were limited, with considerable variation in audiences, tasks, and contexts that was related to varied outcomes. The paper next describes an empirical study on the e-mail communication of elementary school children from ten Dutch classrooms. No gender-linked preference for a person or task-oriented attitude was found. Girls significantly more often employed an elaborate style. Differences between boys and girls on content of communication were subtle rather than robust. The conclusion discusses the functional embedding of CMC and the need to examine jointly antecedents, language acts and consequences.

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Section: Concluding Remarks About the Literature Reviewsupporting

confidence: 72%

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

Meij

2007

Sex Roles

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“…Buna ek olarak bilgisayara yönelik tutum bir öğrenme sürecinde etkili teknoloji kullanımıyla da pozitif yönde ilişki göstermektedir (Yildirim, 2000). Öğrencilerin bilgisayara yönelik pozitif ya da negatif tutumlarının hedeflenen öğrenmelere ulaşmada önemli bir etken olduğu değişik araştırmalarda ifade edilmiştir (Meelissen ve Drent, 2008;Teo, 2006;Teo, 2008;Willis, 1995). Bununla birlikte bilgisayara yönelik tutum ile ilgili diğer araştırmalarda tutum ile diğer değişkenler arasındaki bağıntılar da incelenmiştir.…”

Section: Introductionunclassified

The Adaptation of the Scale of Attitude Towards Computer Into Turkish for Middle and Secondary School Students

Demir

Yurdugül

2014

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“…There is evidence in the literature that individuals' positive attitudes towards computer-based instruction influence their willingness to sustain using computers for learning (Liaw, Huang, & Chen, 2007). In spite of a wide and rapidly expanding literature on computer attitude and its relationship with personal variables such as age and gender (Meelissen, & Drent, 2008) and context of learning (Bovée, Voogt, & Meelissen, 2007) only a few studies focused on CALL attitude (Vandewaeterea, & Desmet, 2009) and even smaller number of research have dealt with CALL attitude of students in pre-university education.…”

Section: Introductionmentioning

confidence: 99%

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

Rahimi¹,

Yadollahi²

2012

ELT

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The aim of this study was investigating Iranian female students' attitude towards CALL and its relationship with their level of education, computer ownership, and frequency of use. One hundred and forty-two female students (50 junior high-school students, 49 high-school students and 43 university students) participated in this study. They filled in A-CALL questionnaire that assessed their attitudes towards CALL with respect to four factors: effectiveness of CALL vs. non-CALL, surplus value of CALL, teacher influence, and degree of exhibition to CALL. The findings revealed that the sample had a general positive attitude towards CALL while they showed the highest positive attitudes towards teacher influence and the lowest positive attitudes towards effectiveness of CALL vs. non-CALL. Students' attitude toward CALL across level of education was found to be significantly different just in degree of exhibition to CALL; while university students had the highest level of positive attitudes in this regard. Further, computer ownership could make a difference in students' attitude towards teacher influence. No statistically significant difference was found between the attitudes of those students who used computer more frequently and those students who did not use it quite often.

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Gender differences in computer attitudes: Does the school matter?

Cited by 156 publications

References 20 publications

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

The Adaptation of the Scale of Attitude Towards Computer Into Turkish for Middle and Secondary School Students

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

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