Reasons for contradictory findings regarding the gender moderate effect oncomputer self-efficacy in the adoption of e-learning/mobile learning arelimited. Recognizing the multilevel nature of the computer self-efficacy (CSE),this study attempts to explore gender differences in the adoption of mobilelearning, by extending the Technology Acceptance Model (TAM) with general andspecific CSE. Data collected from 137 university students were tested againstthe research model using the structural equation modeling approach. The resultssuggest that there are significant gender differences in perceptions of generalCSE, perceived ease of use and behavioral intention to use but no significantdifferences in specific CSE, perceived usefulness. Additionally, the findingsreveal that specific CSE is more salient than general CSE in influencingperceived ease of use while general CSE seems to be the salient factor onperceived usefulness for both female and male combined. Moreover, general CSEwas salient to determine the behavioral intention to use indirectly for femaledespite lower perception of general CSE than male's, and specific CSE exhibitedstronger indirect effect on behavioral intention to use than general CSE forfemale despite similar perception of specific CSE as males'. These findingsprovide important implications for mobile learning adoption and usage.
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