Information Technology Reference
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Figure 11.3
Antecedents of Computer Self-Efficacy
Behavior
Mastery
Person
Environment
Physiological States,
Attributions,
Computer
Self-Efficacy
Behavior Modeling
(Vicarious Experience)
Verbal Persuasion
Other Cues
some research questions the importance of including CSE in studies of technology-related behav-
ior (Venkatesh et al., 2003), we believe that the research evidence to date suggests CSE is an
important factor that needs to be better understood.
DEVELOPMENT OF COMPUTER SELF-EFFICACY
Relatively less attention has been paid to the development of computer self-efficacy than to its
influence. Yet the research does suggest important influences on CSE development. The authors'
collective research also considers the various domains in which CSE is formed (training and learn-
ing, the introduction of new technology, support) and the ways in which the influences operate in
these domains. Figure 11.3 depicts the scope of the influences of key antecedents on CSE devel-
opment. Within the triadic reciprocality framework, physiological states and attributions are seen
as individual cognitions and factors; enactive mastery is viewed as a behavior carried out by the
individual; and vicarious experience (behavior modeling of others), verbal persuasion (by others), and
other cues (i.e., tasks, resources, other situational factors) are viewed as environmental influences—
all of which can influence an individual's development of CSE.
Antecedents
Bandura (1997) identifies four principal information sources, in order of strength of influence,
which form efficacy beliefs over time: enactive mastery, vicarious experience, verbal persuasion,
and physiological and affective states. According to Bandura (1997), these four primary sources of
SE vary in the level of information they convey and their degree of interrelatedness. Furthermore,
these four antecedents are very complex in nature (Gist et al., 1992). The patterns that emerge from
this body of research suggest that several important antecedents directly influence CSE develop-
ment, though overall we still explain relatively little of the variance in CSE through these variables.
Table 11.A2 in the Appendix summarizes the studies examined in reviewing the research on the
development of CSE.
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