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DC Field | Value | Language |
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dc.contributor.author | Deechuay N. | |
dc.contributor.author | Koul R. | |
dc.contributor.author | Maneewan S. | |
dc.contributor.author | Lerdpornkulrat T. | |
dc.date.accessioned | 2021-04-05T03:23:24Z | - |
dc.date.available | 2021-04-05T03:23:24Z | - |
dc.date.issued | 2016 | |
dc.identifier.issn | 13602357 | |
dc.identifier.other | 2-s2.0-84929783215 | |
dc.identifier.uri | https://ir.swu.ac.th/jspui/handle/123456789/13346 | - |
dc.identifier.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929783215&doi=10.1007%2fs10639-015-9410-8&partnerID=40&md5=1e935bbca80106dfd23d5c8ab82f7fa5 | |
dc.description.abstract | This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age = 18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs. © 2015, Springer Science+Business Media New York. | |
dc.title | Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students | |
dc.type | Article | |
dc.rights.holder | Scopus | |
dc.identifier.bibliograpycitation | Education and Information Technologies. Vol 21, No.6 (2016), p.1699-1713 | |
dc.identifier.doi | 10.1007/s10639-015-9410-8 | |
Appears in Collections: | Scopus 1983-2021 |
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