Internet use and personal empowerment of hearing-impaired adolescents
Computers in Human Behavior
Women and computers. Effects of stereotype threat on attribution of failure
Computers & Education
(Self-)Evaluation of computer competence: How gender matters
Computers & Education
Computer skills of first-year students at a South African university
Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers' Association
A multivariate comparison of computer anxiety levels between candidate and tenured school principals
Computers in Human Behavior
The Roles of Profession and Gender in Some PIM Tasks
Proceedings of the Symposium on Human Interface 2009 on ConferenceUniversal Access in Human-Computer Interaction. Part I: Held as Part of HCI International 2009
Computers in Human Behavior
Computers in Human Behavior
Effects of gender differences and spatial abilities within a digital pentominoes game
Computers & Education
Journal of Information Science
From access to usage: The divide of self-reported digital skills among adolescents
Computers & Education
Antecedents of computer self-efficacy: A study of the role of personality traits and gender
Computers in Human Behavior
Computer based assessment: Gender differences in perceptions and acceptance
Computers in Human Behavior
Critical review of the e-loyalty literature: a purchase-centred framework
Electronic Commerce Research
Computer Self-Efficacy: A Meta-Analysis
Journal of Organizational and End User Computing
Role of gender, self-efficacy, anxiety and testing formats in learning spreadsheets
Computers in Human Behavior
Critical success factors for motivating and sustaining women's ICT learning
Computers & Education
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Since the beginning of computerization, it has been of interest whether there are differential effects on computer behavior, in particular in terms of computer access, computer use, and motivational variables, such as computer self-efficacy. The current research addresses the questions if the gender-related differences in this respect persist to the present day and if there is also a difference in actual performance characteristics. A sample of 48 university students (23 male) was administered a technology self-efficacy questionnaire, a survey on computer access, recorded a user diary, and turned in a computer task. Results show that the gender gap is closing as far as computer access and self-efficacy are concerned. Also, female and male students report comparable amounts of computer usage for their studies. User behavior appears to be gender-specific as males spend more time at the computer for personal purposes. There is also some evidence that male students outperform female students at a computer task (remastering of Power-Point slides). Conclusions for creating computer-based learning environments are discussed.