GENDER DIFFERENCES IN CHILDRENS REACTIONS TO SUCCESS AND FAILURE WITHCOMPUTERS

This study examined an attributional style explanation for gender diff erences in computer use and attitudes. A total of 127 Grade 5 subjects filled out questionnaires assessing computer experience. Surprisingly , there were no gender differences in liking for computers. However, c onsistent with previous research, boys thought that they had more abil ity with computers, boys used computers more frequently, and more boys had computers at home. Subjects were then randomly assigned to use ei ther a ''failure'' computer program, a ''success'' program, or no prog ram. Results showed that boys provided unstable attributions for failu re with the computer (e.g., bad disk, lack: of effort) more often than girls did, whereas girls provided unstable attributions for success ( e.g., easy program, effort) with the computer more often than boys did . Both boys and girls who made stable attributions for success or unst able attributions for failure were more enthusiastic about using compu ters in the future, indicating that gender differences in attitudes to ward computer use can be explained by gender differences in attributio ns for performance. The data also suggest that gender differences in r elaxation and expectations for improvement were due to gender differen ces in stability of attributions, frequency of previous computer use, and perceived competence with computers. (C) 1997 Elsevier Science Ltd .