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• W793662757 abstract "This research investigates a computer-training model proposed by Compeau and Higgins (1995a). In that study, several unexpected results occurred. Using a laboratory experiment, this research addresses and empirically tests issues relating to those unexpected findings. Introduction Using Social Cognitive Theory (Bandura, 1977b; Glass & Knight, 1988; Meier, 1988), Compeau and Higgins (1995a) investigated the role that computer self-efficacy (CSE) and behavioral modeling training have in the acquisition of computer skills. In several facets of their model, they found strong support, but in others they had unexpected results, especially in those areas linked to outcome expectations. Upon investigation of this study, several issues of a theoretical, methodological, and/or measurement nature could serve to explain some of the unexpected results. This research has two goals: (1) to replicate and extend the work of Compeau and Higgins by addressing issues which may have contributed to the unexpected results; and (2) to propose a more robust model of social cognitive theory. Background Computer Self-Efficacy is an individual’s judgment of their ability to perform a specific software task (Compeau & Higgins, 1995b; Marakas, Yi, & Johnson, In press). Efficacy estimations are an important predictor of performance, and can be influenced by a variety of factors, including enactive mastery (previous experience in the domain), vicarious experience, verbal persuasion, and emotional arousal (Bandura, 1997). As defined in the Compeau and Higgins’ study, behavioral modeling is the observation of someone else performing a desired behavior (i.e. vicarious experience). Behavioral modeling has found strong support as a training method across the social sciences (cf. Gist, Schwoerer, & Rosen, 1989; Latham & Saari, 1979). Previous experience, which Bandura refers to as enactive mastery, has been found to have a powerful effect on future efficacy estimations (cf. Locke, Frederick, Lee, & Bobko, 1984) and performance (Wood & Bandura, 1989). Compeau and Higgins (1995a) Using a theoretically developed model (Figure 1), Compeau and Higgins trained managers and professionals to use a spreadsheet and a word processing package. “Overall, this research [did] not provide support for the model as presented” (Compeau & Higgins, 1995a, p. 131). A number of possible causes for this situation can be suggested: 1) The model may be theoretically misspecified, 2) the constructs may not be adequately isolated and 3) the methodology may not capture the robustness of the phenomena. Proposed Model Marakas, et. al (In press) developed an empirically derived model of the CSE-performance relationship, which includes over 20 variables linked to CSE. A subset of this model contains the variables of interest in the current research (Figure 2). A key difference between this new model and the previous model is the exclusion of outcome expectancy (OE) from the model. OE is left out of the model because it doesn't contribute to performance (Bandura, 1997). Lee, Locke, and Phan (1997) found that in the presence of efficacy estimations, high monetary rewards (OE) do not contribute to performance levels. Inclusion of outcome expectancy (OE) in the Compeau and Higgins' model may be due to a confusion of the construct. In expectancy theory (Vroom, 1964), OE is defined as the subjective probability that an act will lead to an outcome. Along with that outcome’s valence (the affective orientation toward that particular outcome), OE influences the motivation to perform an act (i.e. a performance decision). Thus, in an expectancy model, outcome expectancy would appropriately appear as an antecedent of the performance decision, whereas in social cognitive theory, an efficacy estimation is an antecedent of performance." @default.
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• W793662757 date "1998-01-01" @default.
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• W793662757 title "Development of Computer Skills: Revisiting the Role of Computer Self-Efficacy and Behavioral Modeling" @default.
• W793662757 hasPublicationYear "1998" @default.
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