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

• Published in: Computers in human behavior Vol. 29; no. 4; pp. 1779 - 1786
• Main Authors: Huffman, Ann Hergatt, Whetten, Jason, Huffman, William H.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2013
• Subjects: Biological; College Students; Dealing; Education; Empowerment; Gender differences; Gender roles; Higher Education; Human behavior; Masculinity; Sex; Sex Differences; Sex Roles; Students; Supports; Technology; Technology self-efficacy; Technology self-efficacy; Gender roles; Gender differences
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2013.02.012

•We examined how gender roles affect technology self-efficacy.•Gender role and self-efficacy theories were used as theoretical frameworks.•We surveyed college students on technology related attitudes and beliefs.•Situational factors are important in understanding technology self-efficacy.•Masculinity is a strong predictor of technology self-efficacy. 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.