Gender-based differences in attitudes toward computers
Computers & Education
Characterizations of computing careers: students and professionals disagree
Computers & Education
Girl games and technological desire
From Barbie to Mortal Kombat
The effect of using a home computer on students' educational use of IT
Computers & Education
Children's enjoyment and perception of computer use in the home and the school
Computers & Education
Tweens' characterization of digital technologies
Computers & Education
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This exploratory study took place in the context of middle school information science in Greece, to examine possible relations between boys' and girls': value and efficacy beliefs about computers and information science; perceived parental support; perceived teacher expectations; and perceptions of the nature of information science instruction. The participants of the study were 301 (135 male and 166 female) students who responded to a self-report questionnaire. Regression analysis showed that perceived teacher expectations were positively associated with students' ability beliefs, perceptions of learning activities as creative and personally meaningful was a significant predictor of students' interest in computing, and perceived parental support was related to both value and efficacy beliefs. Unlike previous research, the findings of this study did not support the conclusion that boys have more positive ICT self-efficacy and value beliefs than girls. They indicated however, that boys' and girls' beliefs are differentially affected by parents, teachers, and school IS instruction.