The Impact of Multilevel Computer Self-Efficacy on Effectiveness of Computer Training - End User Computing Challenges and Technologies: Emerging Tools and Applications - page 37

learning performance is examined in terms of
near- and far-transfer learning.

Computer anxiety

Computer anxiety refers to the feeling of unease
or apprehension about the consequences of using
computers such as loss of important data or mak-
ing mistakes (Thatcher & Perrewé, 2002). Past
research has shown that computer anxiety had
negative impact on various IS-related outcomes
such as perceived ease of use (Venkatesh, 2000),
computer use (Igbaria & Parasuraman, 1989),
computing skills (Harrison & Rainer, 1992), and
affect toward computers (Compeau & Higgins,
1995). These findings substantiate the notion
that computer anxiety increases resistance to
technology and represents a barrier to individu-
als' involvement with computers (Howard &
Smith, 1986).
In computer training settings, Martocchio
(1994) examined the influence of perceptions of
ability as an acquirable skill or fixed entity on
computer anxiety. Accordingly, conceptions of
computer ability were introduced to one group of
subjects as a fixed entity (i.e., subjects believed
they would not be able to learn any new skills) and
to the other group as acquirable skills (i.e., subjects
believed they would be able to learn new skills).
The results showed that subjects who received
the acquirable skills induction demonstrated a
significant decrease in computer anxiety than
those who received the fixed entity induction.
Theoretical and empirical findings suggest a
negative relationship between CSE and computer
anxiety. According to social cognitive theory
(Bandura, 1986), individuals with high efficacy
beliefs experience lower anxiety levels because
they believe that they can master the needed skills
and accomplish their goals. Additionally, Thatcher
and Perrewé (2002) maintain that individuals with
more confidence in their abilities (i.e., high CSE)
tend to exhibit lower levels of computer anxiety.
Hackbarth, Grover, and Yi (2003) found that prior
system experience had a strong, negative impact
on computer anxiety (β = - 0.44 ). Given the posi-
tive correlation between general and application

perceived ease of use

According to the technology acceptance model
(TAM) (Davis, 1989; Davis et al., 1989), the ease of
use and perceived usefulness constructs represent
the key determinants of IS acceptance behavior.
As defined by Davis (1989), perceived ease of use
refers to the degree to which an individual believes
that using a system would be free of effort.
Past research indicates that general CSE has
a significant, positive effect on perceived ease of
use (e.g., Hong et al., 2002; Venkatesh & Davis,
1996). For instance, Hu, Clark, and Ma (2003)
found a positive relationship between general
CSE and perceived ease of use before and after a
4-week training program on a computer system.
Likewise, Agarwal et al. (2000) found that ap-
plication CSE had a positive effect on perceived
ease of use of Windows 95 and Yi and Hwang
(2003) found that application CSE had a significant
effect on perceived ease of use before and after
a training program on a WWW-based system.
Thus, based on the empirical studies cited above
and Bandura's (1986) suggestion that individuals
with higher self-efficacy believe that they can or-
chestrate their skills to perform successfully, both
levels of CSE (general and application-specific)
are posited to have positive effects on perceived
ease of use. Hence, the following two hypotheses
are presented.

H1a: General computer self-efficacy will have a
positive effect on perceived ease of use.
H1b: Application computer self-efficacy will have
a positive effect on perceived ease of use.