Information Technology Reference
In-Depth Information
Table 11.1
Factor and Standard Deviation Scores
Factor
Item
1
2
Standard Deviation
. . . if someone showed me how to do it
0.835
0.936
. . . if someone helped me get started
0.815
1.114
. . . if I could call someone for help
0.813
1.121
. . . if I had seen someone using it
0.686
0.399
1.205
. . . if there was no one around
0.906
1.673
. . . if I had just the manuals
0.874
1.516
. . . if I had just the built-in help
0.633
1.689
. . . if I had a lot of time
0.449
0.562
1.235
Source: Data from Thompson et al. (2006).
Note: SE measured on a seven-point scale where 1
not at all confident and 10
totally confident.
Table 11.2
Mean and Standard Deviation Scores Across Studies
Compeau and Higgins
Marcolin et al. (2000)
(1995a) (n
394)
(n
224)
Mean
Standard Deviation
Mean
Standard Deviation
. . . if there was no one around
5.16
2.79
4.34
2.61
. . . if I had just the manuals
5.85
2.69
5.02
2.71
. . . if I had seen someone using it
5.77
2.63
5.67
2.30
. . . if I could call someone for help
7.42
2.19
7.07
2.08
. . . if someone helped me get started
6.96
2.30
6.87
2.14
. . . if I had a lot of time
7.31
2.60
6.78
2.80
. . . if I had just the built-in help
5.58
2.55
5.52
2.82
. . . if someone showed me how to do it
7.71
2.24
7.77
2.05
6.47
1.97
6.13
1.93
Source: Data from Compeau and Higgins (1995a); Marcolin et al. (2000).
Note: SE measured on an 11-point scale where 0
could not use the computer under this circumstance, 1
could
do so, but not at all confident, and 10
could do so and totally confident.
that GCSE is more resistant to influence in the short term, and may be a useful predictor of long-
term behavior with respect to technology. SCSE judgments, on the other hand, are more suscep-
tible to change, and are more important to understanding immediate task performance.
In IS research, we have almost always assessed SCSE at the software package level, assuming
this to be the meaning of “specific” as defined by Bandura. Task considerations have been largely
left out of our definitions, as noted by Marakas et al. (1998). Even where task is included in the CSE
measure—for example, Compeau and Higgins's (1995b) measure asks about a task—the task is
only vaguely defined as “something the user needs to accomplish.” Thus, different respondents may
reflect on very different kinds of tasks, resulting in a conceptual averaging across task domains that
may be inappropriate. MIS researchers have, in effect, largely assumed that task is defined by the
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