NDLI: A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Please wait, while we are loading the content...

How can historical understanding best be assessed? Use of prediction tasks to assess how students understand the role of causal factors that produce historical events

Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Social anxiety with peers in 9- to 14-year-olds. Developmental process and relations with self-counsciousness and perceived peer acceptance

Path analyses of the relations between self-efficacy, anxiety and academic performance

Parents’ assessments of their children’s abilities

An experimental study of vocational guidance (and decision making) in Spain

European Journal of Psychology of Education : Volume 14, Issue 2, June 1999

European Journal of Psychology of Education : Volume 14, Issue 1, March 1999

European Journal of Psychology of Education : Volume 13

European Journal of Psychology of Education : Volume 12

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Content Provider	Springer Nature Link
Author	Brosnan, Mark Jeremy
Copyright Year	1999
Abstract	Gender differences in computer-related attitudes have been reported in school children of all ages. Females express more negative attitudes than males when asked to explicitly endorse attitude statements. This gender difference may be compounded by females expressing attitudes consistent with their psychological gender. This study uses an art-based methodology to assess the computer-related attitudes of 395 primary school children (aged 5 to 11). A significant difference occurs in the gender drawn by the children. Whilst 30% of females draw males, only 4% of males draw females. Additionally, older females draw proportionally less smiling faces. These results are consistent with more traditional assessments of attitude which indicate that females’ attitudes towards computers become more negative as they progress through the educational system. The art-based methodology also identified similar proportions of females holding negative attitudes as do more traditional assessments, suggesting ecological validity for the gender differences in computer attitudes. The implications for computer-related education are discussed.On a déjà fait état, chez des écoliers de tous âges, d’une attitude envers les ordinateurs qui diffère selon le sexe. Les attitudes exprimées par les sujets de sexe masculin lorsque l’on leur demande d’approuver explicitement des énoncés. Cette différence peut s’accentuer lorsque les attitudes exprimées par les sujets féminins s’accordent à leur genre psychologique.Dans cette étude, une méthodologie basée sur le dessin est utilisée pour évaluer l’attitude de 395 élèves de niveau primaire (âgés de 5 à 11 ans) envers l’ordinateur. Un écart significatif se manifetse en ce qui concerne le sexe de l’utilisateur dessiné par les enfants. Alors que 30% des sujets feminins dessinent un utilisateur de sexe masculin, seulement 4% des sujets masculins dessinent un utilisateur de sexe féminin. Par ailleurs, les sujets féminins plus âgés ont moins tendance à dessiner des visages souriants. Ces résultats concordent avec des évaluations plus traditionnelles qui indiquent que l’attitude envers les ordinateurs des sujets féminins devient plus négative au fur et à mesure qu’ils avancent dans le système scolaire. Cette méthodologie basée sur l’art décèle une proportion de sujets féminins ayant une attitude négative qui s’apparente à celle décelée par les évaluations plus traditionnelles, ce qui tend à démontrer la validité écologique d’un écart dans l’attitude basé sur le sex. Les conséquences en ce qui concerne l’instruction sont également étudiées.
Starting Page	375
Ending Page	385
Page Count	11
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	14
Issue Number	3
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	1999-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Children’s drawings Computer anxiety Sex differences Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Stereotype threat and gender differences in chemistry

Primary school children’s collaboration: Task presentation and gender issues

Teacher dialogue style and children’s story comprehension

Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

Gender differences in academic self-efficacy: a meta-analysis

Parents’ assessments of their children’s abilities

Sex Differences on the SAT: An Analysis of Demographic and Educational Variables

School’s out: a comprehensive follow-up study on parents’ perceptions of their child’s school

Strategic aspects of children’s numerosity judgement

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Similar Documents

Stereotype threat and gender differences in chemistry

Primary school children’s collaboration: Task presentation and gender issues

Teacher dialogue style and children’s story comprehension

Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

Gender differences in academic self-efficacy: a meta-analysis

Parents’ assessments of their children’s abilities

Sex Differences on the SAT: An Analysis of Demographic and Educational Variables

School’s out: a comprehensive follow-up study on parents’ perceptions of their child’s school

Strategic aspects of children’s numerosity judgement

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test