Gender differences in computer work: Evidence for the model of achievements-related choices

Contemporary Educational Psychology

Volumn 27, Issue 3, 2002, Pages 486-496

  Dickhäuser, Oliver ^a   Stiensmeier Pelster, Joachim ^a  

^a JUSTUS LIEBIG UNIVERSITY   (Germany)

Author keywords

Attribution; Computer; Computer attitudes; Human sex differences; Self concept

Indexed keywords

EID: 0036049138     PISSN: 0361476X     EISSN: None     Source Type: Journal    
DOI: 10.1006/ceps.2001.1106     Document Type: Article

References (23)

1. Hopelessness depression: A theory-based subtype of depression
2. Motivational determinants of risk taking behavior
3. Gender, group composition, and self-efficacy in computer studies
4. High school students' computer attitudes and attributions: Gender and ethnic group differences
5. Gender and social faciliation effects on computer competence and attitudes toward computers
6. Girls, boys and computers
7. Gender differences in attributions about microcomputer learning in elementary school
8. Sex differences in achievement: A test of alternate theories
9. Gender differences in sport-involvement: Applying the Eccles' expectancy-value model
10. In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs
11. Attributional retraining: A review
12. Gender, experience and attributions to the computer
13. Gender differences in enrollment in computer camps and classes
14. Effect of gender and computer experience on attitudes toward computers
15. Gender differences in children's reactions to success and failure with computers
16. Learned helplessness in children: A longitudinal study of depression, achievement, and explanatory style
17. Gender-based differences in attitudes toward computers
18. Gender-differences in computer experience and its influence on computer attitudes
19. Work and motivation
20. Gender differences in computer-relates attitudes and behavior: A meta-analysis
21. The development of achievement task values: A theoretical analysis
22. Expectancy-value theory of achievement motivation