Gender differences in attributions about microcomputer learning in elementary school.
To investigate whether girls' attributions about computer use were more likely to follow a pattern of learned helplessness, boys' and girls' attributions about a computerized drill-and-practice task and a tutorial program were assessed. Factor analysis of responses on an attribution questionnaire r...
| Publicado en: | Sex Roles Vol. 33; pp. 353 - 386 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Science & Business Media B.V.
September 1995
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508567063&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508567063 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: September 1995 vid: 33 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 508567063 10.1007/BF01954574 ppf: 353 ppct: 33 formats: fmt: @attributes: type: P size: 13.1MB tig: atl: Gender differences in attributions about microcomputer learning in elementary school. aug: au: D'Amico, Miranda Baron, Lois J. Sissons, Mary Elizabeth su: Computers in education Academic achievement Gender differences (Psychology) Attribution (Social psychology) Computers & youth sug: subj: Computers in education Academic achievement Gender differences (Psychology) Attribution (Social psychology) Computers & youth keyword: Computers -- Educational use ab: To investigate whether girls' attributions about computer use were more likely to follow a pattern of learned helplessness, boys' and girls' attributions about a computerized drill-and-practice task and a tutorial program were assessed. Factor analysis of responses on an attribution questionnaire revealed three factors that differed across gender and across task. Multiple regression, using exposure time, group size, attributions, and interactions to predict posttest scores, showed different patterns for boys and girls and between tasks. For the drill-and-practice task, girls benefited from increased exposure time, and attributions to ease of task and ability predicted performance for both boys and girls. For the tutorial task, increased exposure time did not benefit either sex. Girls, however, benefitted from working in larger groups, while boys benefitted from working in smaller groups. Attributions to luck, as well as perceptions of ability and ease of task, predicted posttest scores. However, for girls, attributions to luck predicted higher scores, while for boys, attributions to luck were negatively correlated with performance. Implications for including appropriate feedback to encourage a mastery approach in computer learning, as well as optimal group size and group composition for positive attributional style and academic success, are discussed. Reprinted by permission of the author. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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