No significant gender differences were found on any model variable¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? T-tests showed no significant difference between females and males in any study variable. → Serkan Perkmen 2026

Evidence¶

Serkan Perkmen 2026¶

Serkan Perkmen, Sara Dexter. (2026). From sources of self-efficacy to technology integration intentions: a new social cognitive model. Educational technology research and development. https://doi.org/10.1007/s11423-026-10623-0

q2 · i? · associational · r1

T-tests comparing female (n = 100) and male (n = 44) preservice teachers on all model variables; no significant difference was detected, and equivalence was not tested.

"The t-test results did not indicate a significant difference between females and males in any variable."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• No gender differences in writing self-efficacy were found in any included postsecondary study — a narrower finding that bears on this claim
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — a narrower finding that bears on this claim
• Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions — reports the opposite
• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — reports the opposite
• No GPA difference between male and female older learners, or across faculties — a narrower finding that bears on this claim
• Male students score significantly higher than females on Openness to Experience and Extraversion, while age shows no significant correlation with personality — reports the opposite
• Gender showed no significant effect on test outcomes — a narrower finding that bears on this claim