Boys' and Girls' ICT Beliefs: Do Teachers Matter?

Autor/in	Vekiri, Ioanna
Titel	Boys' and Girls' ICT Beliefs: Do Teachers Matter?
Quelle	In: Computers & Education, 55 (2010) 1, S.16-23 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.11.013
Schlagwörter	Females; Self Efficacy; Information Science; Foreign Countries; Teacher Attitudes; Computer Science Education; Teaching Methods; Gender Differences; Middle School Students; Values; Student Attitudes; Computer Attitudes; Scientific Attitudes; Scientific Principles; Questionnaires; Teacher Expectations of Students; Correlation; Learning Activities; Predictor Variables; Teacher Role; Parent Role; Influences; Greece + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Informationswissenschaft; Ausland; Lehrerverhalten; Computer science lessons; Informatikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wertbegriff; Schülerverhalten; Fragebogen; Korrelation; Lernaktivität; Prädiktor; Lehrerrolle; Parental role; Elternrolle; Influence; Einfluss; Einflussfaktor; Griechenland
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10