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.
Great scientific advances have prompted the development of technologically driven teaching strategies in university settings (Surry, Ensminger, & Haab, 2005). Integration of instructional technology is one of the most important issues for educational reform (American Psychological Association, 2008 and Peng, 2006). Although the use of technology in learning has been shown to increase intrinsic motivation, enhance critical thinking and develop a more global perspective (Speaker, 2004), many students do not learn the skills needed to master technology as quickly as others (McCoy, 2010). This is concerning because the perceived ability that students have when using technology is a vital aspect in their frequency of use of technology.
Technology use in its many forms is continuing to grow in schools, businesses and homes. However, the progression towards expanded use has not always moved as quickly. In a 1987 study, 58% of teenagers aged 14–18 had never used a computer (Durndell, Macleod, & Siann, 1987) and in 1993, only 27% of children indicated that they used a computer at home (Dorman, 1998). In a more recent census, 68.7% of households used the internet at home (US Census Bureau., 2009) and 83.9% of students used a computer on a weekly basis to complete assignments (Sax, Astin, Korn, & Mahoney, 2003). Although the use of technology has increased overall, there continues to be differences between segments of our population (e.g., minority, women, older) reporting less computer use than others (Lebens et al., 2009, Levin and Barry, 1997 and Yardi and Bruckman, 2012).
The goal of the current research is to investigate what factors lead to differences in computer self-efficacy between men and women. Specifically, we propose that gender roles, a variable that affects the attitudes and expectations of men and women, mediate the relationship between sex and computer self-efficacy. Based on modern theories of gender roles (Wood & Eagly, 2002) and self-efficacy (Bandura, 1982), we suggest that technology self-efficacy relies less on biological sex and more on societal based gender norms. Specifically, we propose that educators and researchers need to look beyond biological sex and use gender as a factor to understand how students’ perceive their own ability and attitude in regards to the use of technology in the classroom.
