Research report: The evolving relationship between general and specific computer self-efficacy - An empirical assessment
Research report: The evolving relationship between general and specific computer self-efficacy - An empirical assessment
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DOI：
10.1287/isre.11.4.418.11876
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发表时间：
2000-12-01
影响因子：
4.9
通讯作者：
Stair, RM
中科院分区：
文献类型：
--
作者：
Agarwal, R;Sambamurthy, V;Stair, RM
计算机自我效能感（CSE）是近年来提出的一个研究个体信息技术行为的重要概念。本文在计算机软件的背景下扩展了目前对自我效能感概念的理解。我们描述了两种广泛类型的计算机自我效能感的信念，一般自我效能感和特定任务的自我效能感，在不同的计算任务，建议初始的一般CSE信念将强烈预测随后的具体CSE信念。理论上的因果关系说明了CSE信念随着时间的推移的可塑性和发展，在培训环境中，个人逐步提供更多的机会，亲身体验和实践不同的软件。与先前的研究结果相一致，自我效能的判断，然后作为与技术使用相关的认知努力（易用性）的关键前因。此外，我们的理论，在计算的任务域的自我效能判断的强烈影响的程度，个人认为，他们是个人创新的信息技术。面板数据收集使用纵向研究设计的培训背景下，186名受试者被教导两个软件包在连续的方式超过14周的时间。使用结构方程建模技术的假设关系的紧急模式进行检查。结果在很大程度上支持了所假设的关系。
he concept of computer self-efficacy (CSE) recently has been proposed as important to the study of individual behavior toward information technology. This paper extends current understanding about the concept of self-efficacy in the context of computer software. We describe how two broad types of computer self-efficacy beliefs, general self-efficacy and task-specific self-efficacy, are constructed across different computing tasks by suggesting that initial general CSE beliefs will strongly predict subsequent specific CSE beliefs. The theorized causal relationships illustrate the malleability and development of CSE beliefs over time, within a training environment where individuals are progressively provided with greater opportunity for hands-on experience and practice with different software. Consistent with the findings of prior research, judgments of self-efficacy then serve as key antecedents of the perceived cognitive effort (ease of use) associated with technology usage. Further, we theorize that self-efficacy judgments in the task domain of computing are strongly influenced by the extent to which individuals believe that they are personally innovative with respect to information technology. Panel data were collected using a longitudinal research design within a training context where 186 subjects were taught two software packages in a sequential manner over a 14-week period. The emergent patterns of the hypothesized relationships are examined using structural equation modeling techniques. Results largely support the relationships posited.