Information Technology Reference
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frequency of past performance and habituation, and developmental behaviors involve
meaningful intention no matter how many times performance occurs.
Bandura and Locke (2003) contended regulation of human functioning occurs through
inspiration and anticipative and purposeful actions. Degrees of self-efficacy serve to de-
termine how well individuals will motivate themselves and persist when facing difficulties.
Researchers studying motivation to improve science and technology and maintain their de-
velopment must learn which sciences and technologies are likely to activate self-efficacy to
produce more designs and effectively move ahead (Finch et al. 2005). Finch et al. recom-
mended exploring models of science and technology suitable for a social change stimulus.
The following section will include an examination of the transtheoretical model or stages
of change theory with respect to changing technological behaviors.
The complexity and hesitation surrounding decisions in computer technology choice
stem from habits as an important element in individual performance in the learning process
(Lindbladh and Lyttkens 2002). Lindbladh and Lyttkens contended for risk-opposed indi-
viduals, continuing a habit makes life less hazardous, which is favorable for such people
because they are well informed regarding the behavioral outcomes of choice. Habit as an
internal norm is easy to comply with because individuals are aware of probable outcomes;
social norm compliance is easier because it results in better treatment by others. Individu-
als tend to act in ways that result in acceptance by others. An example of the latter point is
following computer research study trends.
Two other studies included an emphasis on the relationship between habits and prefer-
ences with the rapid growth in computer technology. Bisogni et al. (2005) indicated that
some individuals buy certain brands of comfortable computer products that are offered on
sales when they are teen; which means that young adults tend to buy brands they are com-
fortable with (p. 287). Participants also noted the financial burdens from the home of origin
carrying through to adulthood, as in buying certain brands of computer goods. The concept
of ideals in computer technology choice standards resulted from values and reasoning ac-
quired over the course of an individual's life, with childhood being particularly significant
(Bisogni et al., p. 289).
Lindbladh and Lyttkens (2002) observed a disparity between habit and choice in the con-
text of everyday life. References to the habit and choice dichotomy emerge in the narrative
in several of the following examples.
When referring to utilization of computers on weekdays … “I never got into that habit.” when speaking
of regular computer practice … “I never got into the habit of thinking that it was fun using it. If I had to
put the blame on anyone, it was just something that I didn't learn at home,” on the importance of learning
computers earlier … “I mean, I can learn and use it although I am not too interested in computers, just
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