Gender differences and similarities in attitudes toward computers

Gender differences among university students in attitudes toward and involvement with computers were examined. Males were found to have taken more computer science courses, to be more knowledgeable about computer languages, to be more likely to want to major in computer science, and to have played video games more than females. There were no gender differences in reported nonvideo-game computer use or in exposure to computers in noncomputer science courses. Males and females did not differ on their reported personal interest in and enjoyment of computers. Consistent with previous research, however, males reported more comfort and confidence with computers and more positive attitudes toward mathematics than did females. Women believed more strongly than men that females should learn and are as capable of learning about computers and science as are males. It appears that these university women were as intrigued by computers as the men were. However, they were apparently somewhat inhibited from the pursuit of specialized training and careers in computer science. This inhibition may be linked to their anxiety about their own skills and to the communication, by male peers, of the attitude that women are less capable than men of learning about computers.     

A survey of attitudes to,knowledge about and experience of computers

There is some concern that relatively few students in the U.K. elect to study computing and that this number is declining despite the high pay levels of computer staff and emphasis on computing in education. Variables known to be associated with the extent to which an individual is likely to make use of computers are background discipline, attitude to computers and IT, attitude to technology in general, experience of computers and gender. The present study investigates the relationships between these variables for 928 students at an institution of higher education. Subjects had been selected to fall into four discipline areas: COMP (computer/electronic studies), SCIENCE (science courses), HI-IT (non-science courses making heavy use of IT) and LOW-IT (non-science courses making relatively low use of IT). Results indicated that on entry to college, students in the COMP category had more experience with computers than students in other categories and that across all categories, except HI-IT, males had more experience with computers on entry than females. Students in the COMP category also had significantly more knowledge about computers than other students and across all categories males had more knowledge than females on entry. There were relatively minor differences in attitudes to computers and IT with COMP students being slightly more positive than students in the other categories, and there were no differences in attitudes to technology in general across the four categories. There were no consistent gender differences on the attitude variables. Results were discussed with relation to vocational choice and it was concluded that females on computer courses may, in general, be rather less interested in computers per se than their male peers.     

The impact of negative attitudes toward computers on employees' satisfaction and commitment within a small company

In order to examine the impact of negative attitudes toward computer usage, a survey was administered that measured attitudes toward computers, the level of job satisfaction in the work environment, and general attitudes toward the organization. Twenty-nine employees at a real estate office completed a 24-item survey during a regularly scheduled employee meeting. Attitudes toward computers were generally positive; however, about one third of the sample felt incompetent in their ability to use computers, and 21% said that they avoid using computers altogether. Results also indicated that feelings of frustration and confusion about the use of computers were associated with lower job satisfaction. While negative attitudes towards computers were related to one 's attitudes toward the job, these attitudes were unrelated to one's feeling toward the company. Thus, computerphobia may have a strong link to individual job satisfaction, with any consequence for overall attitudes toward the company operating through prolonged dissatisfaction with one's job.     

Computer user training and attitudes: a study of business undergraduates

For many users, the first real encounter with a computer occurs when taking an introductory course to computers at a college. To the extent that these training courses impact user understanding and motivation, they are important determinants of the user attitudes towards computers and merit serious assessment. Using 327 business undergraduates at two universities in the US, this paper reports on the reactions of students to computers and computer-related tasks before and after an introductory course to computers. Responses to a 20-item scale were analysed to examine the pattern of attitude change experienced by students in their training course. Factor analysis revealed five constructs for describing patterns of computer user attitude: negative reaction to computers; positive reaction to computers; reaction to computers for children education; reaction to computer-mediated services; and reaction to computer games. Four factors show significant change in mean scores after the training courses. The attitudes changed for males more than females, indicating improvement in attitudes. The respondents' attitude to computer-mediated services remained unchanged. While the directions of changes indicate an overall improvement in respondents' reactions, many attitudes did not change significantly after having taken the training courses. This may be due to the content or the format of these courses.     

Gender differences in children's reactions to success and failure with computers

This study examined an attributional style explanation for gender differences in computer use and attitudes. A total of 127 Grade 5 subjects filled out questionnaires assessing computer experience. Surprisingly, there were no gender differences in liking for computers. However, consistent with previous research, boys thought that they had more ability with computers, boys used computers more frequently, and more boys had computers at home. Subjects were then randomly assigned to use either a “failure” computer program, a “success” program, or no program. Results showed that boys provided unstable attributions for failure with the computer (e.g., bad disk, lack of effort) more often than girls did, whereas girls provided unstable attributions for success (e.g., easy program, effort) with the computer more often than boys did. Both boys and girls who made stable attributions for success or unstable attributions for failure were more enthusiastic about using computers in the future, indicating that gender differences in attitudes toward computer use can be explained by gender differences in attributions for performance. The data also suggest that gender differences in relaxation and expectations for improvement were due to gender differences in stability of attributions, frequency of previous computer use, and perceived competence with computers.     

What do professional persons think about computers?

Abstract

A 64-item questionnaire was distributed through the mail to certified public accountants (CPAs), lawyers, pharmacists and physicians in the Baltimore City area to determine their experience with, and attitudes towards, electronic computers. Return rates were not significantly different for the four groups and averaged 27·7 per cent for all groups combined. The data analyses are based on 521 replies.

Analyses of the background information supplied by the four groups show that CPAs in general have more training on, are more familiar with, and have greater access to computers than do the other professional groups. Lawyers in general have the least exposure to computers, A factor analysis of the responses to the attitude items yielded six factors. Three of the more important clusters of attitudes are associated with: (a) a view of computers as efficient and beneficial machines; (b) dissatisfaction with their depersonalizing nature; and (c) enthusiasm for working with computers. Finally, a multivariate analysis of variance indicated significant differences in attitudes among the four groups. CPAs and pharmacists tend to view computers more positively than do the other two groups. Lawyers are most likely to describe computers with negative terms, such as depersonalizing, formal and difficult.     

What do professional persons think about computers?

A 64-item questionnaire was distributed through the mail to certified public accountants (CPAs), lawyers, pharmacists and physicians in the Baltimore City area to determine their experience with, and attitudes towards, electronic computers. Return rates were not significantly different for the four groups and averaged 27·7 per cent for all groups combined. The data analyses are based on 521 replies.

Analyses of the background information supplied by the four groups show that CPAs in general have more training on, are more familiar with, and have greater access to computers than do the other professional groups. Lawyers in general have the least exposure to computers, A factor analysis of the responses to the attitude items yielded six factors. Three of the more important clusters of attitudes are associated with: (a) a view of computers as efficient and beneficial machines; (b) dissatisfaction with their depersonalizing nature; and (c) enthusiasm for working with computers. Finally, a multivariate analysis of variance indicated significant differences in attitudes among the four groups. CPAs and pharmacists tend to view computers more positively than do the other two groups. Lawyers are most likely to describe computers with negative terms, such as depersonalizing, formal and difficult.     

Computer user training and attitudes: a study of business undergraduates

Abstract

For many users, the first real encounter with a computer occurs when taking an introductory course to computers at a college. To the extent that these training courses impact user understanding and motivation, they are important determinants of the user attitudes towards computers and merit serious assessment. Using 327 business undergraduates at two universities in the US, this paper reports on the reactions of students to computers and computer-related tasks before and after an introductory course to computers. Responses to a 20-item scale were analysed to examine the pattern of attitude change experienced by students in their training course. Factor analysis revealed five constructs for describing patterns of computer user attitude: negative reaction to computers; positive reaction to computers; reaction to computers for children education; reaction to computer-mediated services; and reaction to computer games. Four factors show significant change in mean scores after the training courses. The attitudes changed for males more than females, indicating improvement in attitudes. The respondents‘ attitude to computer-mediated services remained unchanged. While the directions of changes indicate an overall improvement in respondents’ reactions, many attitudes did not change significantly after having taken the training courses. This may be due to the content or the format of these courses.     

Gender,Internet and computer attitudes and experiences

It is widely assumed that participation by females on the Internet is hampered by their attitudes towards computers, which in turn is reflective of their attitudes towards new technology. Research generally supports that females have less overall experience with computers and are more likely than males to have negative attitudes towards computers. Although limited, research on Internet experiences and attitudes has found parallel gender differences, with females reporting lower levels of experience and more negative attitudes. This paper explores whether Internet and computer experiences, skills and attitudes are related, using evidence from two studies of incoming college students, in 1989/90 and 1997. There were significant gender differences in many computer experiences and attitudes of incoming students in 1989/90. Males were more experienced with computers, more likely to have taken high school courses requiring computer use, and reported higher skill levels in applications such as programming, games and graphics than females. By 1997, incoming students were more experienced with using a computer than the earlier students. However, gender differences in computer experience and skill levels had diminished in some areas. The 1997 survey also assessed Internet experiences, skills, competence and comfort. Students had more exposure to computers than to the Internet. Males were more experienced and reported higher skill levels with the Internet than females, with the exception of e-mail. The overall competency and comfort level for students in 1997 was significantly higher for computers than for the Internet; 19% of the students did not feel competent and/or comfortable with the computer compared to 36% with the Internet, with females reporting higher levels of incompetence and discomfort for both. Competence and comfort levels with the Internet and computers were highly intercorrelated, and both predicted Internet skills and experiences.     

Technology and young children: How 4–7 year olds perceive their own use of computers

This study examined young children’s access, perceptions and use of technology within and outside of school settings. One hundred sixty seven children from varied ethnic and socio-economic backgrounds participated in the study. Regardless of gender, socio-economic status or ethnic group, most children had access to computers in and outside of schools. In both settings, pre-K through grade 2 children report that they primarily use computers to play games. Children’s attitudes toward computers are positive. Older children tend to use the computer more often, are better able to operate the computer and their attitudes towards computers are more positive. Boys’ attitudes towards computers are more positive than the attitudes of girls, but no gender differences were found for computer use nor ability level. While no significant differences were found between the attitudes of Dutch and immigrant children, the latter group indicated more frequent use. Also, children from a lower socio-economic neighborhood had more positive attitudes towards computers and used computers slightly more often than middle class children. The findings of this study inform the debate on the desirability of young children’s exposure to computers at home as well as in educational settings. Further, these findings may help educators and parents to both critically assess their current practices (e.g. the relative value of the most frequently used applications – games), and strive to integrate developmentally appropriate uses of technology at home and in classrooms.     

Computer experience and attitudes of 12-year-old students: implications for the UK National Curriculum

Abstract The computer experience of 12-year-old students who had just started their secondary education was investigated. Data was collected on home and school computer use, attitudes towards computers, academic ability, gender and socio-economic group. The results highlight the widely varying and often inadequate computer experience that students have received in their primary education. The computer experience of the majority of students was a long way from being sufficient to fulfil the requirements of the UK National Curriculum. For most students, home computer use formed the major part of their IT experience. Home computer use was found to have the strongest effect on attitudes towards computers. Several significant differences in attitude were apparent between boys and girls. Analysis of academic ability and socio-economic group showed that these factors related to boys and girls in very different ways. All these factors need to be considered when implementing the computer content of the UK National Curriculum.     

An exploration of theoretical and practical foundations for assessing attitudes toward computers: The Computer Attitude Measure (CAM)

Over the past 10 years, researchers have assessed over 15 different constructs with respect to computer attitudes, making it difficult to interpret and compare studies using these attitude measures. An absence of theoretical justification for many constructs further complicates interpretation. In this study, four theoretically distinct constructs (cognitive, affective, behavioral, and perceived control), based on over 45 years of general attitude scale development, are examined in the form of the Computer Attitude Measure (CAM). This measure, consisting of 50 items, was administered to 647 preservice teachers to assess cognitive (student, personal, general), affective, behavioral (classroom and home), and perceived control components of computer attitudes. The internal reliability coefficient for the full measure was .95. The alpha coefficients for each attitude subscale ranged from .70 to .97. The principal components factor analysis supported the a priori assumption that the four attitude dimensions and their subscales were structurally independent. Significant positive correlations (p < .001) among all attitude subscales and computer awareness, software skill, and programming provided support for the construct validity of the CAM. Strong theoretical foundations coupled with the promising statistical results of this study suggest that the four-dimension model may be one way to reorganize and assess the multitude of constructs already identified by computer attitude researchers.     

Treating technophobia: A longitudinal evaluation of the computerphobia reduction program

This study describes a longitudinal evaluation of the Computerphobia Reduction Program. This program, aimed at reducing psychological reactions to computers and technology, includes two individualized treatment modules and one group treatment module to fit different types of computerphobics. One hundred and sixty-two students (clients) began one or more treatment modules while enrolled in a course that required computer interaction. Clients showed dramatic changes following the 5-week program, including decreased computer anxiety, improved computer cognitions, and enhanced computer attitudes. All treatment modules were equally successful in eliminating psychological reactions to computers. Two comparison studies added further support, showing that (a) clients evidenced a 50% reduction in dropout rate, an eightfold decrease in dropout rate, and a significant increase in graded performance in their computer course, and (b) clients had more marked changes in anxiety, cognitions, and knowledge in the 5-week program than comparable students in a variety of 10-week courses involving computer use. Finally, program dropouts were found to have more computer anxiety, more negative computer attitudes, and more negative computer cognitions than either the program clients or students who chose not to start a program module. Forty-one students were examined 6 months later and showed a maintenance of program gains plus a dramatic increase in computer knowledge and computer interaction. Perhaps most telling is that 50% of these former computerphobics would now consider a career involving computers. These results are discussed as evidence that computerphobia, whose roots are evident as early as childhood, can be treated successfully with brief, psychologically based intervention strategies.     

The use of computers among the workers in the European Union and its impact on the quality of work

For many people it is impossible to imagine working life today without a computer. What the increase of the use of computers means for the quality of the work, is still under discussion. The object of this study is to show the recent developments (1992 - 2000) in the use of computers among the working population in the European Union and its impact on the quality of working life. The data used for these analyses were collected on a five-year basis by means of a questionnaire. Results show that the use of computers has increased between 1992 and 2000. The increase in computer use is almost completely the result of developments within white-collar occupations. In general, the use of a computer results in more qualified work and less physical strain. However, those who work with a computer permanently, clearly show more signs of physical and mental strain than those who use the computer only part of the time. This could mean that adding other tasks than computer tasks could improve the working conditions of those using the computer permanently. These results suggest that the increase of the use of computers will further improve the quality of work except when one neglects the dangers connected with a permanent use of computers.     

Evolution of attitudes toward computers: a retrospective view

This article reviews three previous factor analysis based studies of aggregate attitudes concerning the computer milieu and compares them with a recent one done by the authors; the four studies span almost twenty years. While providing a useful basis for making generalizations about current perceptions of the computer's role, the latest study also sought to determine whether there was a group of persons who were fearful or anxious about the computer, whose concerns were masked in studies of aggregate attitudes. By using an instrument that was evaluated by an expert in phobic behaviour, it was possible to identify a populationthat was significantly different from the general population in attitude toward computers. The value of the current study, then, is two-fold. It makes possible a retrospective view of aggregate perceptions of the general population about computers and also offers a glimpse of the attributes of those computer phobic or anxious persons who have not yet adapted to computer technology.     

The impact of primary school teachers’ educational beliefs on the classroom use of computers

For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.     

Assessing the computer attitudes of students: An Asian perspective

Research has found that computer attitudes play a key role in influencing the extent to which students accept the computer as a learning tool and in determining the likelihood that computer will be used in the future for learning and study. A sample of 183 students reported their computer attitudes using a Likert-type questionnaire with three subscales, computer importance, computer enjoyment, and computer anxiety. One-way MANOVA revealed no significant differences in computer attitudes by gender although male students reported more positive towards the computer than female students. There were significant differences between students who own computers at home and those who do not and students who own a computer at home also reported a lower level of computer anxiety compared to those who do not.     

Evolution of attitudes toward computers: a retrospective view

Abstract

This article reviews three previous factor analysis based studies of aggregate attitudes concerning the computer milieu and compares them with a recent one done by the authors; the four studies span almost twenty years. While providing a useful basis for making generalizations about current perceptions of the computer's role, the latest study also sought to determine whether there was a group of persons who were fearful or anxious about the computer, whose concerns were masked in studies of aggregate attitudes. By using an instrument that was evaluated by an expert in phobic behaviour, it was possible to identify a populationthat was significantly different from the general population in attitude toward computers. The value of the current study, then, is two-fold. It makes possible a retrospective view of aggregate perceptions of the general population about computers and also offers a glimpse of the attributes of those computer phobic or anxious persons who have not yet adapted to computer technology.     

Attitudes of entry-level University students towards computers: a comparitive study

In this paper, we present the findings of a study of attitude changes of entry-level University students towards computers conducted at two South African Universities. Analysis comprised t tests to discover differences between the perceptions/attitudes of male and female respondents, English/Afrikaans speakers and those speaking the other indigenous languages, respondents who received some form of computer education and those that did not, between distance education and residential students as well as between those that attended Computer Studies at school with no other form of computer education and those that did not. We also compared our results to those of a similar study conducted at the University of Natal, South Africa in 1997. The results showed that there is a greater appreciation of the benefit of computers, less fear of computer power, a more realistic view of computers and also a lesser impression of computer power. The conclusion is reached that less time should be spent in the syllabi on convincing students as to the benefits of computing machinery, as well as allaying fears about computing power.     

Issues in training older adults to use computers

Given the aging of the workforce and the general population, it is important to determine how best to train older adults to use computers. Generally, research has shown that training takes significantly more time for older adults compared with younger learners, and that older adults commit more errors in post-training evaluations. This paper reviews research demonstrating age differences in learning to use a computer. We also explore the effects of attitudes, anxiety, and cognitive abilities on computer use, as well as research on training novices to use computers. Finally, we discuss designing the human-computer interface for the advantage of older users.