| Sumario: | A study was conducted to determine whether gender and administration mode influence scores of noncognitive psychological instruments. Data were drawn from 874 undergraduate students with computer experience who completed four noncognitive, psychological instruments in either computer or pencil-and-paper formats. Results revealed that although significant main effects were found for both gender and administration mode, there was no statistically significant interaction effect between the two factors. It is concluded that with respondents with computer experience, gender does not appear to interact with administration mode to be a source of unaccounted variance when computers are used as an integral part of data collection.
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