The relation of gender and background experience to self-reported computing anxieties and cognitions
Gender and background characteristics were assessed in a sample of undergraduate social science students in relation to computing anxieties and attitudes as measured by the Computer Anxiety Rating Scale and Computer Thoughts Surveys. In contrast to previous studies the present study assessed individual factors from the two measures rather than total scale scores, and used a wider range of background measures to evaluate their impact on computing attitudes. Results indicate that gender differences may be more likely to persist, even with controlling variables, if responses are examined at factor rather than scale level. Students who had regular access to computing facilities developed more positive attitudes but had no advantage in anxiety. In contrast a positive first experience in computing appeared to alleviate anxiety but gave no primacy in positive attitudes. A previously successful computing background was not strongly or consistently related to positive computing attitudes, but the characteristics of the initial computer instructor may have negative consequences for some students.
gender anxiety cognition students regression