Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample

By A. Durndell, Z. Haag. Computers in Human Behavior, 2002

715 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/70406f0144c1278754241d02573ed00eb6165336

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Citations in the corpus

The first-level digital divide shifts from inequalities in physical access to inequalities in material access (2018, background): “Internet anxiety is characterized by avoidance, by the expression of negative comments about the Internet and its effects on society, and by attempts to minimize the time spent using the Internet (Durndell and Haag, 2002; Rockwell and Singleton, 2002).”
Gender and attitudes toward technology use: A meta-analysis (2017, background): “…males had more positive attitudes towards technology than do females (e.g., Chou, Wu, & Chen, 2011; Colley & Comber, 2003; Collis & Williams, 2001; Durndell & Haag, 2002; Durndell, Laithwaite, & Haag, 2000; Hasan, 2010; Jackson, Ervin, Gardner, & Schmitt, 2001; Kay, 2009; Kesici, Sahin, & Akturk,…”
A short-term longitudinal study of Internet and computer game use by adolescent boys and girls: prevalence, frequency of use, and psychosocial predictors. (2008, background): “For example, a gender gap in favor of males has been reported in frequency of Internet use with Romanian (Durndell & Haag, 2002) and American university students (Schumacher & Morahan-Martin, 2001) and English secondary school students (Madell & Muncer, 2004), as well as Israeli school children (Nac”
The digital divide: the special case of gender (2006, background): “Data reported from Romania (Dundell & Haag 2002), Egypt (Abdelhamid 2002), and Italy (Fabio & Antonietti 2002) consistently show the persistence of the digital divide in a wide array of educational systems around the globe.”
Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014, neutral): “…skills, or performance (Beyer, 1990, 1998, 1998/1999, 1999b, 2002, 2008a, 2008b; Beyer & Bowden, 1997; Beyer & Haller, 2006; Correll, 2001, 2004; Durndell & Haag, 2002; Ehrlinger & Dunning, 2003; Jagacinski, 2013; Roach, 2011; Stout, Dasgupta, Hunsinger, & McManus, 2011; Syzmanowicz &…”
A nuanced understanding of Internet use and non-use among the elderly (2015, methodology): “Internet attitude was measured by seven high loading items of the Internet Attitude Scale (Durndell and Haag, 2002).”
Gender and Information and Communication Technologies (ICT) Anxiety: Male Self-Assurance and Female Hesitation (2005, neutral): “Durndell and Haag 24 reported several gender effects their study with university students with respect to computer anxiety and Internet attitudes.”
Gender differences in perceptions and relationships among dominants of e-learning acceptance (2006, methodology): “Computer self-efficacy There exist evidences indicating that women typically display higher levels of computer anxiety (Durndell & Hagg, 2002; Okebukola, 1993; Whitely, 1997) and lower levels of selfefficacy/computer self-efficacy towards computers or the Internet (Comber, Colley, Hargreaves , &…”
Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school (2008, background): “Male students tend to have more confidence in their computer abilities than their female peers, and this pattern is quite consistent from the elementary school (Meelissen & Drent, in press; Mumtaz, 2001; Nelson & Cooper, 1997) to university (Busch, 1995; Cassidy & Eachus, 2002), and across internati”