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

Ann Hergatt Huffman, Jason Whetten, William H. Huffman

Research output: Contribution to journalArticle

68 Scopus citations


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
Issue number4
StatePublished - Apr 10 2013



  • Gender differences
  • Gender roles
  • Technology self-efficacy

ASJC Scopus subject areas

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

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