Self-Regulation - The Impact of Cognitive Theory on Human and Computer Development - page 38

ing through mass media, described two routes through which computer scientific and tech-
nological messages can modify design habits: the direct and the socially mediated routes.
The direct course includes recognition of the media's role in narrating discussion, model-
ing modern devices like CPUs and RAM relative to developmental behaviors, motivating,
and directing the steps to personal change. The socially mediated path serves to connect
followers to communal networks and community venues (Bandura, p. 150).
Interactive information technologies support vicarious reinforcement and advances in
these areas and increase the extent of possibilities for computer science promotion pro-
grams (Bandura 2004). Lin (2006) posited Internet-based information systems function as
considerable determinants in individual decision making and have a significant impact on
behavior change. The Depth essay will include a discussion of the further development of
the concept in the section on the theory of planned developmental behavior.
Self-Efficacy
Townsend et al. (2003) described self-efficacy as a concept theoretically correlated with
one's perceived developmental behavior control. They defined self-efficacy as individuals'
confidence in their ability to achieve different levels of accomplishment (p. 313) and pos-
ited people have perceived barriers that influence self-efficacy, as well as varying strengths
in their knowledge and skill level.
Vancouver, Thompson, Williams, Tischner, and Putka (2002) described correcting errors
after they occur as a part of a negative feedback system. The authors contradicted the find-
ings of Bandura's (1997) self-efficacy model by noting it is incapacitating to consider one's
competence and abilities in regard to meeting one's goals (Vancouver et al.). Bandura and
Locke (2003), on the other hand, contended no other human means are more influential in
regulating one's motivation and actions than the fundamental belief that one has the power
to create desired effects, known as self-efficacy. Bandura and Locke noted the removal of
a negative is not the same as the attainment of a positive (p. 91).
Self-efficacy is associated with the acceptance and execution of developmental beha-
viors across computer science domains and often appeals to researchers as a predominant
factor in computer usage behavior change (Linde, Rothman, Baldwin, and Jeffery 2006).
Linde et al. reported limited definitive data on the connection between self-efficacy and
successful RAM and CPU design control although they confirmed substantial clients in-
terest. Multiple studies indicated self-efficacy is a significant intermediary between suc-
cessful computer usage behaviors and enhanced technical program experiences, yet Linde
et al. proclaimed a gap in the literature providing a pervasive assessment of the influence
of self-efficacy on individual computer usage practices and actual learning interest in com-
puter science. Many existing studies included reports of correlations of self-efficacy with