Primary children and teachers' attitudes to computers
Computers & Education
Gender, computers and other school subjects among Japanese and Swedish students
Computers & Education
Information technology and gender equality: a contradiction in terminis?
Computers & Education
The effect of using a home computer on students' educational use of IT
Computers & Education
Students' skills and practices of using ICT: results of a national assessment in Finland
Computers & Education
Children's enjoyment and perception of computer use in the home and the school
Computers & Education
Domains and determinants of university students' self-perceived computer competence
Computers & Education
Computer attitudes of primary and secondary students in South Africa
Computers in Human Behavior
Boys' and girls' ICT beliefs: Do teachers matter?
Computers & Education
Computers in Human Behavior
Computer based assessment: Gender differences in perceptions and acceptance
Computers in Human Behavior
A distributed system for learning programming on-line
Computers & Education
Journal of Computer Assisted Learning
Computer Self-Efficacy: A Meta-Analysis
Journal of Organizational and End User Computing
Critical success factors for motivating and sustaining women's ICT learning
Computers & Education
Does technology empower urban youth? The relationship of technology use to self-efficacy
Computers & Education
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In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about their access to computer use outside school (e.g. frequency of use and nature of activities), perceived parental and peer support, and computer self-efficacy and value beliefs. Although almost all students used computers outside school, there were significant gender differences in frequency and type of computer use. Also, boys reported more perceived support from their parents and peers to use computers and more positive computer self-efficacy and value beliefs than girls. Parental support and, to a lesser extent, peer support were the factors more strongly associated with boys' and girls' computer self-efficacy and value beliefs, while home computer access was not related to students' motivation. Our findings highlight the role of socialization in the gender gap in computing and the need for research and educational interventions that focus on the social practices that communicate gendered expectations to young boys and girls.