Using technology in higher education: The influence of gender roles on technology self-efficacy

The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.

• We examined how gender roles affect technology self-efficacy.
• Gender role and self-efficacy theories were used as theoretical frameworks.
• We surveyed college students on technology related attitudes and beliefs.
• Situational factors are important in understanding technology self-efficacy.
• Masculinity is a strong predictor of technology self-efficacy.