GENDER DISPARITIES IN ICT: EXPLORING SELF-EFFICACY AND MOTIVATION TO STUDY ICT AMONG HIGH SCHOOL STUDENTS

In an increasingly digitized world, ICT self-efficacy plays a critical role in shaping individuals' engagement with technology.This study explores the gender gap in ICT-related fields, examining factors such as academic performance, motivation, and technology self-efficacy among high school students.The research, based on a sample of 993 participants (68.2% female, 31.8%male), highlights significant gender differences.To measure key constructs, the study utilized the Brief Inventory of Technology Self-Efficacy (BITS) (Weigold & Weigold, 2021; Weingold, 2023) to assess ICT self-efficacy at novice, advanced, and expert levels.General self-efficacy was evaluated using the New General Self-Efficacy Scale (NGSE) (Chen & Eden, 2001).Motivation to study ICT was assessed through a five-item scale inspired by Mladenovi et al. (2015) and Jenkins (2001), distinguishing between intrinsic, extrinsic, and achievement motivation.Gender-related stereotypes and discrimination were measured using the Stereotypes of Computer Science (CS) scale (Beyer et al., 2003).Statistical analyses included Welch's t-tests to examine gender differences across these measures.Despite female students outperforming males in mathematics and informatics, they demonstrate a lower intention to pursue ICT studies.Male students report higher intrinsic motivation and ICT self-efficacy at advanced and expert levels, while female students perceive greater formal discrimination in the field.The findings suggest that academic performance alone is insufficient to encourage female participation in ICT.Instead, interventions addressing intrinsic motivation, stereotypes, and skill development are crucial to fostering gender inclusivity in ICT careers.