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Gender differences in the intention to use technology: A measurement invariance analysis
Journal article   Peer reviewed

Gender differences in the intention to use technology: A measurement invariance analysis

T. Teo
British Journal of Educational Technology, Vol.41(6), pp.E120-E123
2010
DOI: https://doi.org/10.1111/j.1467-8535.2009.01023.x
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Abstract

A method of preventing flawed between-group comparisons is to test for measurement invariance (MI), which refers to the consistency of measurement across a specified group differentiation. Between-group comparisons without first testing for measurement equivalence is found to lead to invalid interpretations based on data that are attributed to chance. Establishing MI involves tests such as configural invariance, metric invariance, scalar invariance, and error invariance. A case study included 236 university students responding to a 5-point likert scale questionnaire comprising 17 items measuring six constructs that were drawn from the Technology Acceptance Model and the Theory of Planned Behavior. The results showed that full configural, full metric, partial scalar invariance, and full error variance invariance were achieved, suggesting that the 17-item measure may be robust and meaningful comparisons may be made across genders.

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Source: InCites

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Citation topics
6 Social Sciences
6.3 Management
6.3.368 Technology Acceptance Model
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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