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for self-efficacy as the prevalent variable of said developmental behaviors. Von Ah et al.
indicated Bandura's (1997) theory of self-efficacy is a belief or self-confidence that the in-
dividual is capable of doing what is necessary to be successful in meeting one's goals. This
is increasingly true for change in computer science and information technology.
Inasmuch as stress and social support seem to be important determinants of computer
science development, information technology development, and social change, Von Ah et
al. (2004) declared self-efficacy the most prominent variable and most formidable fore-
caster of science and technology-promoting behaviors in college students. Alternatively,
the researchers reported low self-efficacy was a strong contributor to maladaptive technical
designs.
Bandura and Locke (2003) alluded to a plethora of studies using a wide array of meth-
odologies and analytic approaches that consistently demonstrate self-efficacy beliefs play a
major role in predicting the intensity of motivation and performance. The meta-analyses in-
dicated not only the correlation between self-efficacy and motivation and performance, but
also the changes in functioning in the same individuals at differing levels of self-efficacy
over time (Bandura and Locke). The Depth section includes a discussion of the relationship
between self-efficacy and motivation.
The theory of planned behavior is a significant social cognitive model that includes
an attempt to illuminate variation in an individual's affinity for behaviors (Hagger and
Chatzisarantis 2005). The model of reasoned action indicates an individual's judgments
about issues that may support or obstruct performance provoke persuasion in human devel-
opment (Chatzisarantis, Hagger, Smith, and Phoenix 2004). According to Chatzisarantis,
Hagger, Smith, and Sage (2006), the concept indicates an individual's intention is the best
indicator of development. Chatzisarantis et al. (2006) purported the model functions as a
valuable framework for predicting and clarifying social change and includes a definition
of intention as the measure of how much and how hard the individual's attempt will be to
accomplish the aforementioned scientific and technological development.
The variables in the theory of planned behavior include attitude, subjective norm, and
perceived control (Armitage 2006; Armitage, Sheeran, Conner, and Arden 2004; Hagger
and Chatzisarantis 2005). Hagger and Chatzisarantis described attitude as the positive or
negative appraisal an individual has toward a certain developmental behavior. Armitage et
al. correlated attitude with the individual's evaluation of the pros and cons for a specific
scientific, technological, and social behavioral change. Conclusions contribute to the pro-
cesses crucial to obtain effective decisional direction for the various theories compared or
analyzed in this study (Armitage et al.).
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