Journal article

Publication year: 2002

Pages: 486-496

Journal: Contemporary Educational Psychology

Volume number: 27

Issue number: 3

ISSN: 0361-476X

eISSN: 1090-2384

DOI Link: https://doi.org/10.1006/ceps.2001.1106

Publisher: Elsevier

Abstract: 
Numerous studies show that women have less favorable attitudes toward using computers and that they use computers less often than men. However, most studies on gender differences in computer work failed to relate to the large body of research on gender differences in math and science. The study reported here tests whether the model of achievement-related choices, which was originally developed for the math domain, can be used to explain gender differences in computer work. A causal sequence deduced from the model was tested using path analysis. According to the results, the intensity of computer use can be predicted from the computer-specific self-concept of ability that was effected by computer-specific attributions. Gender differences emerged on the means of these variables. Furthermore, the intended choice of computers in a specific situation could be effectively explained by computer-specific self-concept of ability. This effect was mediated by the expectation of success and the perception of the value of computers. Values also affected expectations. For this causal sequence, gender differences emerged only with regard to self-concept of ability and expectancy. Supporting the assumptions of the model of achievement-related choices, the path coefficients did not vary as a function of gender. (C) 2002 Elsevier Science (USA).

Harvard Citation style: Dickhäuser, O. and Stiensmeier-Pelster, J. (2002) Gender differences in computer work:: Evidence for the model of achievement-related choices, Contemporary Educational Psychology, 27(3), pp. 486-496. https://doi.org/10.1006/ceps.2001.1106

APA Citation style: Dickhäuser, O., & Stiensmeier-Pelster, J. (2002). Gender differences in computer work:: Evidence for the model of achievement-related choices. Contemporary Educational Psychology. 27(3), 486-496. https://doi.org/10.1006/ceps.2001.1106