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ERIC Number: EJ878368
Record Type: Journal
Publication Date: 2010-Aug
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0360-1315
Boys' and Girls' ICT Beliefs: Do Teachers Matter?
Vekiri, Ioanna
Computers & Education, v55 n1 p16-23 Aug 2010
This exploratory study took place in the context of middle school information science in Greece, to examine possible relations between boys' and girls': value and efficacy beliefs about computers and information science; perceived parental support; perceived teacher expectations; and perceptions of the nature of information science instruction. The participants of the study were 301 (135 male and 166 female) students who responded to a self-report questionnaire. Regression analysis showed that perceived teacher expectations were positively associated with students' ability beliefs, perceptions of learning activities as creative and personally meaningful was a significant predictor of students' interest in computing, and perceived parental support was related to both value and efficacy beliefs. Unlike previous research, the findings of this study did not support the conclusion that boys have more positive ICT self-efficacy and value beliefs than girls. They indicated however, that boys' and girls' beliefs are differentially affected by parents, teachers, and school IS instruction. (Contains 9 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece