COMPUTER SELF-EFFICACY - Human-Computer Interaction and Management Information Systems: Foundations - page 214

Three of these four outcomes (behavior choice, performance, and anxiety) have been exten-
sively studied in the information systems context. Effort/persistence has not been studied to date,
though it is discussed later in our discussion of computer self-efficacy development in the context
of self-regulated learning. The evidence on the influence of CSE in the remaining three areas is
examined below. Table 11.A1 in the Appendix summarizes the studies and the effects observed.
Influence on Behavior Choice
Research in a variety of domains has clearly established the importance of CSE as an influence on
people's decisions to use computers and on the extent of their use. As evidenced by the body of
research highlighted in Table 11.A1 in the Appendix, CSE has been related to a multitude of
behaviors, including computer adoption and use, various types of behavior intention (to behave
ethically, to purchase) numerous job-related behaviors (such as absenteeism, career interests, job
stress, knowledge sharing), resistance to change, and participation in systems development (see
Table 11.A1 for specific references).
These studies provide clear evidence. Computer self-efficacy exerts an influence on individu-
als' choice behaviors with respect to information technology. Whether directly or indirectly, the
degree of confidence possessed by an individual regarding some aspect of computing behavior
(e.g., personal usage decisions, participation in systems development, knowledge sharing) exerts
a strong influence on his or her ultimate choice to undertake these behaviors. Thus, when attempt-
ing to improve adoption and usage rates for IS applications, one key influence to examine is users'
CSE. If non-users are low in CSE, then mechanisms to improve their confidence may be produc-
tively introduced in order to increase future usage.
Influence on Performance
Research on training, while less abundant, has been equally clear on the positive influence of com-
puter self-efficacy. Table 11.A1 in the Appendix summarizes the studies investigating this aspect
of the influence of CSE. In this research, CSE has been shown to influence the development of both
declarative and procedural knowledge in training, performance in computer courses at university,
task performance outside of training, and post-training motivation to learn. Further, the specific
influence of SCSE (for spreadsheets) on performance was moderated by task complexity, with a
stronger influence for high-complexity tasks. This suggests that individuals with greater SCSE
attain higher performance when undertaking more complex tasks that those with lesser SCSE,
which makes sense, since from a motivational standpoint, high self-efficacy is posited to influence
choice behavior as well as persistence, thus leading to the development of greater capability.
Influence on Other Cognitions and Emotions
Within Bandura's notion of other individual cognitive and emotional factors (1986), MIS research
has examined the influence of CSE on various other general and specific CSE judgments; other
cognitions such as perceived usefulness, ease of use, outcome expectations (both personal and
performance); and emotional responses such as playfulness, commitment, affect, and anxiety as
outlined in Table 11.A1.
The results consistently show that CSE is related to other cognitive and emotional responses
that influence choice behavior and/or performance. Interestingly, Venkatesh et al. (2003) suggested
elimination of CSE from the antecedents of behavior in their unified theory of the acceptance and