Clinical & Counselling Psychology Review (CCPR)

Volume 3 Issue1, Spring 2021

ISSN(P): 2412-5253 ISSN(E): 2706-8676
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Issue DOI: https://doi.org/10.32350/ccpr.31
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Gender and Age-Related Differences Among ICT Self- Journal QR

Article: Efficacy, Self-Directed Learning, E-Learning
Readiness, and Student Engagement
Iqra Aslam1, Naeema Arzeen1, Saima Arzeen2,
Author(s): Muhammad Hayat2
Article QR
1
Department of Psychology NUML University, Islamabad, Pakistan
Affiliation: 2
Department of Psychology, University of Peshawar, Pakistan

Article
https://doi.org/10.32350/ccpr.31.05
DOI:
Aslam, I., Arzeen, N., Arzeen, S., & Hayat, M. (2021).
Citation: Gender and age-related differences among ict self-
efficacy, self-directed learning, e-learning readiness,
and student engagement. Clinical and Counselling Indexing
Psychology Review, 3(1), 59–78.
https://doi.org/10.32350/ccpr.31.05

Copyright This article is open access and is distributed under the

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License

A publication of
Department of Clinical Psychology
University of Management and Technology, Lahore, Pakistan
Gender and Age-Related Differences…

Gender and Age-Related Differences Among ICT Self-Efficacy, Self-

Directed Learning, E-Learning Readiness, and Student Engagement
Iqra Aslam1, Naeema Arzeen,1 Saima Arzeen2, Muhammad Hayat2,*
1
Department of Psychology NUML University, Islamabad
2
Department of Psychology, University of Peshawar
Abstract
The goal of this study was to look into the effects of gender and age on
students’ ICT self-efficacy (ICT-SE), self-directed learning (SDL) e-
learning readiness (ELR), and engagement (SE) among middle and late
teens. Using convenience sampling technique, data was obtained from
students at various schools, colleges, and universities in Rawalpindi and
Islamabad. The total sample size was 300 students, with 144 boys (n=144)
and 156 girls (n=156) ranging in age from 15 to 21. ICT self-efficacy scale
(ICTSES), Self-directed learning with technology scale (SDLTS), E-
learning readiness scale (ELRS), and Student engagement scale (SES) were
used in the current study consent form along with demographic information
sheet. Students had a high degree of ICT self-efficacy, whereas no
significant gender differences were seen on the SDL, ELR, or SE.
Furthermore, when compared to middle adolescents, late adolescents scored
much higher on SDL, ELR, and SE.
Keywords: college teachers, emotional distress, motivation, work
performance
Introduction
The abilities required for communication in social situations such as
education, the workplace, and so on have changed dramatically as
Information and Communication Technology (ICT) has advanced. For
equal participation in all circumstances of life, society must adapt to these
modern abilities and skills. It is still observed that modern students or
learners are not well versed in the modern skills required to use technology,
particularly in developing countries such as Pakistan. According to the

*
Corresponding Author: [email protected]

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(2016-2017) United Nations Population Fund Report, 63 % out of 207

million of the country’s population fall below the age of 15 with a sex ratio
of 105 males per 100 females. This high rate of youth (adolescents)
instigates us to put more focus on them as an asset. Therefore the use of
information technology by adolescents increases their social and intellectual
skills (wellbeing, group connectedness and self-esteem, and creativity). As
this age is a period of storm and stress many adolescents undergo a variety
of physical, social, and emotional experiences. Therefore, there is a strong
need to investigate gender and age differences in ICT self-efficacy, self-
directed learning, e-learning readiness, and student engagement at the
national and international levels.
ICT self-efficacy or ICT self-confidence is defined as the perception of
students about their skills to perform computer and internet tasks effectively
(Hong et al., 2014). Broos and Roe (2006) and Durndell and Haag (2002)
reported boys having high ICT self-efficacy while Hohlfeld et al. (2013)
reported that girls had higher ICT self-efficacy as compared to boys. Self-
directed learning refers to the psychological processes of learners that
purposively direct themselves to gain knowledge and understand how to
solve problems (Long, 1994). Self-directed learning is linked with frontal
cortex functioning which matured in late adolescence and early adulthood
in accordance with biological perspective (Goldberg, 2001; Long, 2000).
Moreover, there are mixed findings based on gender in self-directed
learning. Hence, it is important to find gender and age-related differences
in self-directed learning. Borotis and Poulymenakou (2004) defined E-
Learning Readiness as the “mental or physical preparedness of an
organization for some e-learning experience or action” (p. 1622). E-learning
readiness has been studied in distant learning and face-to-face learning but
very few studies have been carried out to find out the readiness level of
students (Yilmaz, 2017). Lopes (2007) stated that technology, human
resources, financial resources, and culture affect e-learning readiness.
Moreover, there are mixed findings about the readiness of learners in
international literature. Student engagement refers to “the extent to which
learners’ thoughts, feelings, and activities are actively involved in learning”
(Lewis et al., 2011). Research indicates that sustained student engagement
is a primary factor in ensuring student success in an online learning
environment (Wolverton, 2018; Fredrickson, 2015). Moreover, as the

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students moved from childhood to adolescence they face many changes

which cause frantic emotions in students and expose them to psychological
difficulties which in turn leads to decreased student engagement (Hartono
et al., 2019; Inchley et al., 2020, Santos et al., 2021). Furthermore, there are
contrasting results in the gender-related finding of student engagement.
Therefore, it is important to find gender and age-related differences among
adolescents.
Literature Review
Individuals with high self-efficacy are said to be suitable for an e-learning
environment because they are enthusiastic and accommodating (Chen,
2014). Lenahan-Bernard (2014) investigated the relationship between
computer self-efficacy, self-directed learning, and completion of online
courses. A significant positive correlation exists between computer self-
efficacy and self-directed learning, according to the findings. Furthermore,
Rafiee and Abbasian-Naghneh (2019) conducted a study to investigate the
factors influencing e-learning readiness and acceptance. According to the
findings, online communication self-efficacy has a significant relationship
with e-learning readiness and acceptance. Chen (2017) investigated the
relationship between computer self-efficacy, learning performance, and
learning engagement as a mediator in a study. Computer self-efficacy and
learning engagement were found to be positively correlated. It was also
discovered that the relationship between computer self-efficacy and
learning performance was completely mediated by learning engagement.
Cavusoglu (2019) investigated the relationship between self-directed
learning and online learning readiness. The study included 550 students and
professionals from hospitality and tourism colleges as well as the hospitality
and tourism industry. Self-directed learning readiness and online learning
readiness were found to be positively and significantly correlated.
Furthermore, Tao et al. (2018) investigated the relationship between
Smartphone use, self-directed learning, student engagement, and individual
impact. The results showed that self-directed learning and student
engagement were significantly and positively correlated. Furthermore, Kim
et al. (2019) investigated the impact of e-learning on students' academic
achievement, using digital readiness and academic engagement as

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mediators. The findings revealed a significant and positive relationship

between digital readiness and academic engagement.
Tomte and Hatlevik (2011) investigated gender differences in ICT self-
efficacy and ICT user profiles in Finland and Norway. Men in Finland
reported higher levels of ICT self-efficacy in internet and high-level tasks
than women. In Norway, women reported high ICT self-efficacy in internet
tasks, while men reported high ICT self-efficacy in high-level tasks. Shen
et al. (2013) investigated the relationship between online learning self-
efficacy and learning satisfaction, as well as the role of demographic
variables in online learning self-efficacy. Female students outperformed
male students, according to the findings. Furthermore, Scherer and Siddiq
(2015) investigated gender differences in computer self-efficacy among
teachers in a study. Male teachers reported higher computer self-efficacy in
basic and advanced operational skills than female teachers. Gnambs (2021)
conducted another study that looked at gender differences in ICT self-
confidence and literacy. Adolescent boys had higher ICT self-confidence
than adolescent girls according to the findings.
A study conducted by Aesaert and Braak (2014) examined the factors
that were related to ICT self-efficacy of primary school students. Findings
showed a non-significant relationship between ICT self-efficacy and age.
Another study conducted by Jan (2015) showed that men and women
participants scored the same on computer self-efficacy. However,
participants over the age of thirty-five and above showed higher scores on
computer self-efficacy as compared to participants’ age ranging from
eighteen to thirty-four.
A study conducted by Demir et al. in (2014) explored the relationship
between the attitude toward computer usage and self-directed learning with
technology among students and reported a strong positive correlation
between attitude towards computer usage and self-directed learning with
technology. Moreover, no significant relationship was reported between
male and female students. Another study conducted by Said et al. (2015)
examined self-directed learning readiness in students of Pakistan. Results
showed that undergraduates have acceptable levels of self-directed learning.
Moreover, male undergraduates scored higher on self-directed learning
skills as compared to female undergraduates. However, a study conducted

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by Tekkol and Demirel (2018) explored the self-directed learning skills of

undergraduate students. Findings showed that female students scored higher
on self-directed learning skills as compared to male students.
A study conducted by El-Gilany and Abusaad (2013) examined the
correlation between self-directed learning and learning style among Saudi
undergraduates. Findings showed no significant association between self-
directed learning and learning styles. Moreover, no significant difference
was found between age and gender groups. Agonács and Matos (2019)
conducted a study that investigated self-directed learning in an online
learning environment. The findings revealed a significant relationship
between age and self-directed learning. Older students scored higher on
self-directed learning.
Coşkun et al. (2018) investigated e-learning readiness among Turkish
medical students in a study. The findings revealed that medical students are
adequately prepared for e-learning. Furthermore, male students were more
prepared for e-learning than female students. However, a study conducted
by Firat and Bozkurt (2020) investigated demographic variables as
indicators of online learning readiness and found that female students
scored significantly higher than male students. Chung et al. (2020)
conducted another study on online learning readiness. Students
demonstrated a high level of readiness for internet/computer self-efficacy,
a moderate level for self-directed learning, and a low level for online
communication self-efficacy. Furthermore, there was no significant gender
difference between male and female students. Rafique et al. in (2021)
investigated students' readiness for online learning during a pandemic in
Pakistan. Students were not fully prepared for online learning, even though
they were confident in their technological abilities and motivated.
Furthermore, significant age differences in two dimensions of
computer/internet self-efficacy and online communications self-efficacy
were reported, indicating that older students had more computer and
internet skills and were more likely to use these skills for communication.
Kew and Tasir (2021) investigated the cognitive engagement of students
in an e-learning discussion forum using content analysis. According to the
findings, half of the students reported a low level of engagement.

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Furthermore, the findings revealed that there was no statistically significant

relationship between gender and student engagement. Similarly, Chan et al
(2021) studied the relationship between online learning engagement and
learning satisfaction. The findings revealed a positive and significant
relationship between online learning engagement and learning satisfaction.
Furthermore, no significant differences were discovered between male and
female students.
Santos et al. (2021) investigated the role of emotion regulation strategies
on student engagement and the mediating role of age and gender. The
findings revealed that students have medium levels of engagement, with
females scoring higher than male students. Furthermore, late adolescents
and younger adolescents outperformed middle adolescents in terms of
student engagement.
Objectives
1. To identify the Gender and Age-related differences in study
variables.
Hypotheses
1. Adolescent girls will score high on ICT self-efficacy as compared
to adolescent boys.
2. Adolescent girls will score high on self-directed learning as
compared to adolescent boys.
3. Adolescent girls will score high on E-learning readiness as
compared to adolescent boys.
4. Adolescent girls will score high on student engagement as compared
to adolescent boys.
Method
Sample
The data was collected from 300 adolescents using a comparative cross-
sectional research design and convenience-based sampling. Gender (boys,
n= 144; girls, n= 156) and age categories (middle adolescence & late

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adolescent) were used to split the data (15-21). Data was gathered from
students at Rawalpindi and Islamabad's schools, colleges, and universities.
Instruments
ICT Self-Efficacy Scale
Alahakoon and Somaratne (2020) created this scale, which included 23
items. It's a 5-point Likert scale ranging from "not at all confident" to "very
confident." The scale's Cronbach's alpha reliability is =.94.
Self-Directed Learning with Technology Scale
This scale was developed by Teo et al. (2010), comprised of 6 items
which are divided into two factors, self-management (1, 2) and intentional
learning (3, 4, 5, 6). It is a 6-point Likert scale ranging from (All the time=6)
to (Not at all=1). Scale demonstrated good reliability (Cronbach’s α=0.63
for self-management; α=0.85 for intentional learning).
E-learning Readiness Scale
This scale was developed by Alem et al. in 2016, comprised of 17 items
which are divided into 5 dimensions. Self-competence (1,2,3), Self-directed
learning (4,5,6,7,8), Motivation (9,10,11), Financial (12,13,14), and
Perceived usefulness (15,16,17). A 7-point Likert scale ranging from
(strongly disagree=1) to (strongly agree=7). Cronbach’s alpha reliability
coefficients calculated by the author were as .96 for the self-competence
sub-dimension, .91 for self-directed learning, .76 for motivation, .75 for
financial, and .94 for perceived usefulness sub-dimension.
Student Engagement Scale in E-learning Environment
This scale was developed by Lee et al. (2019), and consisted of 24 items.
This scale is further divided into 6 factors; Psychological motivation (item
numbers 1,2,3,4,5,6), Peer collaboration (7,8,9,10,11), Cognitive problem
solving (12,13,14,15,16), interactions with instructors (17,18) community
support (19,20,21), and learning management (22,23,24). A 5-point Likert
scale ranging from (strongly agree=1) to (strongly disagree=5). Cronbach’s

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α coefficient was 0.89 for (psychological motivation), 0.88 for (peer

collaboration), 0.83 for (cognitive problem solving), 0.76 for (interactions
with instructors), 0.82 for (community support), and 0.72 for (learning
management).
Procedure
Initially, the researcher gathered a sample of N=300 students, both boys
and girls, ranging in age from 15 to 21, from various Rawalpindi and
Islamabad schools, colleges, and universities. First of all, the researcher
took approval from higher authorities for conducting research. After that
participants were informed about the purpose of the study and then they
were given an informed consent form. After getting the consent form
participants were given a questionnaire comprised of a demographic sheet,
ICT self-efficacy scale, Self-directed Learning with Technology scale, E-
Learning Readiness Scale, and Student Engagement Measure in e-learning
environment. Participants were thanked for their participation at the end,
and the researcher expressed special gratitude to the institutes' heads and
teachers for their cooperation.
Results
Table 1
Details of Sample Characteristics of Pilot Study (N=100)
Sample Characteristics Categories Sample
(N=100)
f%
Gender Males 44 (44)
Females 56 (56)
Age group Middle adolescents 39 (39)
Late adolescents 61 (61)
Socioeconomic status Upper class 18 (18)
Middle class 77 (77)
Lower class 5 (5)

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Table 2
Descriptive Statics and Alpha Reliability Coefficient of the Study Variables
for Pilot Study (N=100)
Scales k M SD α Range Skewness Kurtosis
ICT Self-
Efficacy
23 86.36 19.23 .93 31-115 -.57 -.05
Self-Directed
Learning
6 25.27 6.40 .79 6-36 -.56 .17
Self-
management
2 6.76 2.78 .52 2-12 .06 -.83
Intentional
Learning
4 18.51 4.68 .84 4-24 -.78 .19
E-Learning
Readiness
17 81.86 16.19 .88 44-119 -.20 -.22
Student
Engagement
24 75.93 18.06 .95 28-120 -.12 .66

Table 2 shows descriptive statics of the main study, which include mean
(M), standard deviation (SD), Alpha coefficients (α), range, skewness, and
kurtosis on a large sample of study variables (N=300). The values for
ICTSE (M= 86.36, SD= 16.78, α = .93, Skewness= -.64, kurtosis=.34), for
SDL (M=25.64, SD= 5.93, α = .82, Skewness= -.74, Kurtosis= .08), for
ELR (M=81.73, SD=15.04, α =.89, Skewness=-.47, kurtosis=.24), for SE
(M=77.22, SD=18.58, α =.96, Skewness=-.36, Kurtosis=.14). All the values
of Skewness, and kurtosis are lying within the range of (-1 to +1) thus,
conforming the normality of the data for regression.
Table 3
Gender-Related Differences of ICT Self-Efficacy, Self-Directed Learning,
E-Learning Readiness, and Student Engagement (N=300)
Males Females CI 95%
(n=144) (n=156) Cohen
t
Variables M SD M SD (298) p LL UL ’s d
ICT Self- 90.0 17.6 83.5 15.3 3.4 .1 2.7 10.2 .39
Efficacy 6 2 6 7 1 5 5
Self- 25.6 6.27 25.6 5.62 .01 .9 1.3 1.34 .001
Directed 3 4 9 6
Learning

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Males Females CI 95%

(n=144) (n=156) Cohen
t
Variables M SD M SD (298) p LL UL ’s d
E- 83.1 16.1 80.4 13.8 1.6 .1 .64 6.18 .18
Learning 7 3 0 8 0 1
Readiness
Student 77.8 21.7 76.6 15.1 .57 .5 3.0 5.53 .07
Engageme 6 4 2 5 7 5
nt
Table 3 shows that only one study variable shows significant gender-
related difference i.e. ICT self-efficacy shows that males have more ICT
self-efficacy than females, while other study variables i.e. self-directed
learning (SDL), e-learning readiness (ELR), and student engagement (SE)
do not show any significant gender-related differences.
Table 4
Age-related Differences in ICT Self-efficacy, Self-directed Learning, E-
Learning Readiness, and Student Engagement (N=300)
Middle Late CI 95%
adolescents adolescents Cohen
(n=164) (n=136) t ’s d
Variables M SD M SD (298) P LL UL
ICT Self-
85.29 15.74 88.37 17.86 1.59 .11 6.90 .74 .18
Efficacy
Self-
Directed 24.74 5.92 26.71 5.79 2.90 .004 3.31 .63 .34
Learning
E-
Learning 79.63 14.39 84.27 15.46 2.69 .008 8.04 1.25 .31
Readiness
Student
Engageme 75.15 18.69 79.71 18.20 2.13 .03 8.77 .34 .25
nt

Table 4 shows significant age-related differences among three variables

of study i.e. self-directed learning, e-learning readiness, and student

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engagement variable, while no significant age-related difference emerged

in ICT self-efficacy.
Discussion
The current study looked at gender and age-related differences in ICT self-
efficacy, self-directed learning, e-learning preparedness, and student
engagement among adolescent students. The current study looked at the
characteristics of a group of adolescents from Rawalpindi and Islamabad,
Pakistan, who came from various schools, colleges, and universities. To
achieve the study's goals, a descriptive data analysis was performed initially
(see Table 1). The findings also revealed that the descriptive values are
within an acceptable range, implying that the data is normal.
According to first hypothesis of the study it was assumed that
“Adolescents girls will score high on the ICT self-efficacy scale as
compared to adolescent boys”. It was hypothesized by considering
intuitively that 21-century females are dominating in every field and are
digital natives, moreover, in line with previous literature, where they said
that female participants had stronger beliefs about their abilities and
confidence in ICT related tasks as compared to male participants (Hohlfeld
et al., 2013). However, the results of the current study contradict the
hypothesis and adolescent boys outperformed girls (see Table 3). This
means that despite of being digital natives girls use ICT for leisure activities,
and consider computers as useful tools but they don’t have a deeper
understanding of technology for educational purposes (Janneck et al.,
2013), while boy’s use of the internet is more, they use it for longer periods
of time and access more domains of the internet (Kraut et al., 1998). The
results of current research are in line with previous literature where boys
were more confident than girls in ICT-related tasks (Gnambs, 2021; Scherer
& Siddiq, 2015). Moreover, current findings also confirm that a traditional
perception about boys having more ICT skills and confidence still exists in
Pakistan. In a recent meta-analytic study done by Qazi et al. (2022) also
confirmed the findings. This study explained the results with participants
self-concept related to computer skills .they further claimed that males
students from Asian countries exhibit high level of self-concept of computer
abilities than females students ( see also., Musharraf et al., 2019).Whereas,

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on all other study variables i.e. self-directed learning, e-learning readiness

and student engagement, no significant gender differences were found.
Previous studies also confirmed the findings .for example, Zeb et al. (2018)
found no significant differences gender differences among in self-directed
learning readiness amongst medical students of Pakistan. Similarly, Chung
et al. (2020) did not find any significant difference in attitude and behavior
of male and female students on all five dimensions of the readiness for
online learning (see also, Demir et al., 2014; Chan et al., 2021). However,
these findings are contradictory to findings by Rafique et al. (2021). One
description of such contradictory findings is the SES or cultural differences
between the participants of these studies.
The current study also highlights the significant age-related differences
found among three variables of the study i.e. self-directed learning, e-
learning readiness, and student engagement (see Table 4). The findings of
the study revealed that the level of SDL, ELR, and SE was high in late
adolescents than in middle adolescents. In line with the biological/
maturational perspective, self-directed learning skills are closely related to
certain aspects of executive control functioning in the frontal cortex that
matures in late adolescence and early adulthood (Goldberg, 2001; Long,
2000). The current results are consistent with the previous literature in
which it is stated that with increasing age individual’s confidence,
experience and skills also develop, therefore, with increasing age
adolescents become more self-directed and are more ready to engage in e-
learning environment. (Agonács & Matos, 2019; Rafique et al., 2021;
Santos et al., 2021).
Limitations and Suggestions
Although the present study has provided a huge contribution to the
existing literature in Pakistan, in the context of e-learning, still there are
some limitations which are as follows;
• The first limitation was cross-sectional research design was used to
examine variables while a longitudinal design could provide a
clearer picture of variables’ patterns over time. Therefore, it is
recommended for future research to use longitudinal design for
better and deeper understanding.

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• Secondly, the current study utilized convenient sampling technique.

However, there are benefits to using this technique but in this way,
generalizable results cannot be obtained. Future researchers must
use random sampling to get more generalizable results.
• Thirdly, the sample comprised urban adolescents enrolled in
institutions of Islamabad and Rawalpindi. Hence, it is recommended
for future researchers to do a comparative study by incorporating
rural adolescents to understand their interaction with technology and
the e-learning environment.
Implications
Findings from the current study may help policymakers, teachers, and
administrators in schools, colleges, and Universities to incorporate ICT-
related programs as part of their curriculum so that both adolescent boys
and girls have equal growth related to their ICT skills and there would be
no gender disparity among adolescent regarding ICT self-efficacy. Current
research results can be taken into consideration for practice by enhancing a
technology-rich environment for self-directed learning, especially in
primary school students. Teachers should provide younger students with
strategies that could boost their skills of self-directed learning e.g.,
scaffolding where teachers assist, give social guidance, and support to their
students that promote in development of better understanding and cognitive
skills (O’Donnell et al., 2011).
Conclusion
Findings revealed that boys have more confidence in their ICT-related
skills as compared to girls. Moreover, late adolescents have more self-
directed skills, e-learning readiness, and engagement in e-learning as
compared to middle adolescents. This means that as adolescents growing
their skills related to technology and autonomy also increases which leads
to high level of their engagement.
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Agonács, N., & Matos, J. F. (2019). Self-directed learning readiness of

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students. International Journal of Academic Research in Progressive

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