Using technology in higher education

The influence of gender roles on technology self-efficacy

Ann H Huffman, Jason Whetten, William H. Huffman

Research output: Contribution to journalArticle

63 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)1779-1786
Number of pages8
JournalComputers in Human Behavior
Volume29
Issue number4
DOIs
StatePublished - 2013

Fingerprint

Self Efficacy
Education
Technology
Masculinity
Students
Gender Roles
Self-efficacy
Research

Keywords

  • Gender differences
  • Gender roles
  • Technology self-efficacy

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Psychology(all)
  • Arts and Humanities (miscellaneous)

Cite this

Using technology in higher education : The influence of gender roles on technology self-efficacy. / Huffman, Ann H; Whetten, Jason; Huffman, William H.

In: Computers in Human Behavior, Vol. 29, No. 4, 2013, p. 1779-1786.

Research output: Contribution to journalArticle

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