Understanding computer-related attitudes through an idiographic analysis of gender- and self-representations

Learning and Instruction

Volumn 14, Issue 2, 2004, Pages 215-233

  Oosterwegel, Annerieke ^a   Littleton, Karen ^b   Light, Paul ^c  

^a UTRECHT UNIVERSITY   (Netherlands)

^b OPEN UNIVERSITY   (United Kingdom)

^c UNIVERSITY OF WINCHESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1542507078     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(03)00093-8     Document Type: Article

References (32)

1. Bargh J.A. Chen M. Burrows L. Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action Journal of Personality and Social Psychology 71 1996 230-244
2. Beynon J. Computers, dominant boys and invisible girls: Or Hannah, it's not a toaster, it's a computer! In Beynon J. & Mackay H. (Eds.), Computers into classrooms. More questions than answers 1993 160-189 Falmer Press London
3. Busch T. Gender differences in self-efficacy and attitudes towards computers Journal of Educational Computing Research 12 2 1995 147-158
4. Butler R. Age trends in the use of social and temporal comparison for self-evaluation: Examination of a novel developmental hypothesis Child Development 69 1998 1054-1073
5. Crook C. Computers and the collaborative experience of learning 1994 Routledge London
6. Crook C. Schools of the future In Gill T. (Ed.), Electronic children: How children are responding to the information revolution 1996 75-88 National Children's Bureau London
7. Department for Education and Employment. (1997). Connecting the learning society: The national grid for learning. Department for Education and Employment.
8. Eastman S. Krendl K. Computers and gender: Differential effects of electronic search on students' achievement and attitudes Journal of Research and Development in Education 20 3 1987 41-48
9. Finlayson H. The transfer of mathematical problem solving skills from LOGO experience (Research Paper No. 238) 1984 University of Edinburgh, Department of Artificial Intelligence Edinburgh
10. Fransella F. Bannister D. A manual for repertory grid technique 1977 Academic Press London
11. Gill T. (Ed.), Electronic children: How children are responding to the information revolution 1996 National Children's Bureau London
12. Gressard C. Loyd B. Validation studies of a new computer attitude scale Association for Educational Data Systems Journal 18 1986 295-301
13. Issroff K. Gender and cognitive and affective aspects of co-operative learning In Foot H. Howe C. Anderson A. Tolmie A. & Warden D. (Eds.), Group and interactive learning 1994 71-79 Boston, Computational Mechanics Southampton
14. Kelly G.A. A theory of personality: the psychology of personal constructs 1955 Norton New York
15. Kunda Z. Sinclair L. Griffin D. Equal ratings but separate meanings: Stereotypes and the construal of traits Journal of Personality and Social Psychology 72 1997 720-734
16. Light P. Colbourn C. The role of social processes in children's microcomputer use In Kent W. & Lewis R. (Eds.), Computer assisted learning in the social sciences and humanities 1987 109-114 Basil Blackwell Oxford
17. Light P. Littleton K. Social processes in children's learning 1999 Cambridge University Press Cambridge
18. Linn M.C. Fostering equitable consequences from computer learning environments Sex Roles 13 1985 229-240
19. Littleton K. Girls and information technology In Murphy P. & Gipps C. (Eds.), Equity in the classroom: Towards effective pedagogy for girls and boys 1996 81-96 Falmer Press London
20. Littleton K. Bannert M. Situating differences: The case of gender and computer technology In Bliss R.S. Saljo R. & Light P. (Eds.), Learning sites: social and technological resources for learning 1999 171-182 Pergamon New York
21. Littleton K. Hoyles C. The gendering of information technology In Yelland N. & Rubin A. (Eds.), Ghosts in the machine: Women's voices in research with technology 2002 3-32 Peter Lang New York
22. Littleton K. Light P. (Eds.), Learning with computers: Analysing productive interaction 1999 Routledge London
23. Mackie D.M. Smith E.R. Intergroup relations: Insights from a theoretically integrative approach Psychological Review 105 1998 499-529
24. Oosterwegel A. Oppenheimer L. The self-system: Developmental changes between and within self-concepts 1993 Lawrence Erlbaum Associates Hillsdale, NJ
25. Oosterwegel A. Oppenheimer L. Jumping to awareness of conflict between self-representations and its relation to psychological well-being International Journal of Behavioral Development 26 2002 548-555
26. Oosterwegel A. Private goals and social influences: The complexity of studying self-system development In Oosterwegel A. & Wicklund R.A. (Eds.), The self in European and North American culture: Development and processes 1995 103-126 Kluwer Dordrecht, NL
27. Pomerantz E.M. Ruble D.N. Frey K.S. Greulich F. Meeting goals and confronting conflict: Children's changing perceptions of social comparison Child Development 66 1995 723-738
28. Smith W.P. Sachs P.R. Social comparison and task prediction: Ability similarity and the use of a proxy British Journal of Social Psychology 36 1997 587-602
29. Scrimshaw P. (Ed.), Language, classrooms and computers 1993 Routledge London
30. Webb N. Microcomputer learning in small groups: cognitive requirements and group processes Journal of Educational Psychology 76 1984 1076-1088
31. Wood T. Gender and the 'new age' of computers: Identity, attitudes and use of the internet in education 1998 The Open University Milton Keynes Centre for Information Technology in Education Report Number 241
32. Yates S. Littleton K. Understanding computer game cultures: A situated approach Information, Communication and Society 2 4 1999 566-583