Sex Role Identity, Attributional Style, and Attitudes toward Computers [electronic resource] / Lori J. Nelson and Joel Cooper.
This study was conducted to examine three explanations for gender differences in computer use and attitudes: (1) sex-typed females avoid computers if they perceive computers to be a male domain; (2) sex differences in video game use mediate sex differences in computer use; and (3) sex differences in...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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MARC
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| 099 | |f ERIC DOC # |a ED314658 | ||
| 100 | 1 | |a Nelson, Lori J. | |
| 245 | 1 | 0 | |a Sex Role Identity, Attributional Style, and Attitudes toward Computers |h [electronic resource] / |c Lori J. Nelson and Joel Cooper. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1989. | ||
| 300 | |a 7 p. | ||
| 500 | |a ERIC Document Number: ED314658. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (Boston, MA, March 30-April 2, 1989). |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 5. | ||
| 500 | |a Educational level discussed: Intermediate Grades. | ||
| 520 | |a This study was conducted to examine three explanations for gender differences in computer use and attitudes: (1) sex-typed females avoid computers if they perceive computers to be a male domain; (2) sex differences in video game use mediate sex differences in computer use; and (3) sex differences in attributional style mediate sex differences in computer use and perceived abilities with computers. Subjects were 127 fifth graders who completed questionnaires assessing attributional style, sex role identity, and computer and video game experience. Several weeks later, subjects used either a frustrating or non-frustrating computer program to solve anagrams, evaluated their performance, and made attributions for their performance. Also assessed were anxiety, attitudes toward the program, perceptions of anagrams, perceptions of one's own ability with computers, expectations for future performance, attitudes toward using computers in the future, and performance on a second computer program. The findings revealed that both boys and girls were enthusiastic about using computers and had positive attitudes toward computers, yet girls used computers less often than boys did, and girls felt that they had less ability with computers than did boys. None of the three possible explanations for sex differences in computer use and attitudes could adequately account for the results. (NB) | ||
| 650 | 1 | 7 | |a Attribution Theory. |2 ericd. |
| 650 | 1 | 7 | |a Computer Use. |2 ericd. |
| 650 | 1 | 7 | |a Computers. |2 ericd. |
| 650 | 0 | 7 | |a Grade 5. |2 ericd. |
| 650 | 0 | 7 | |a Intermediate Grades. |2 ericd. |
| 650 | 0 | 7 | |a Preadolescents. |2 ericd. |
| 650 | 1 | 7 | |a Sex Differences. |2 ericd. |
| 650 | 1 | 7 | |a Sexual Identity. |2 ericd. |
| 650 | 1 | 7 | |a Student Attitudes. |2 ericd. |
| 700 | 1 | |a Cooper, Joel. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED314658.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED314658 |h Other scheme |i web |n 1 |