Information Technology Reference
In-Depth Information
Mastery
Enactive mastery is defined as information based on “authentic mastery experiences” (Bandura,
1986, p. 399), or past experiences with performing tasks. Bandura (1997) states that enactive mas-
tery experiences are indicators of capability. These experiences are the most influential of the four
sources, and provide the most direct information about performance accomplishments. According
to Bandura (1997), successful experiences build strong self-efficacy beliefs, whereas failed expe-
riences weaken especially less-established SE beliefs. The relationship between unsuccessful
performance and mastery expectations is complicated, and depends partly on the timing of the
task and the total pattern of experiences one has with the action (Bandura, 1986). Furthermore,
Bandura stresses that “enactive mastery produces stronger and more generalized” (1997, p. 80)
SE judgments than do the other three sources of information.
A variety of measurements for enactive mastery have been developed and tested. Enactive
mastery has been measured using self-report measurements, demonstrations of performance via
test results, and measures of computer experience (years of use, amount of training, number of
packages learned). Regardless of the type of measurement instrument used to measure mastery,
this source of information has been consistently reported to be strongly correlated with CSE. A
higher level of enactive mastery leads to higher CSE beliefs (Table 11.A2).
Vicarious Experience
Bandura (1997) theorizes that “vicarious experiences mediated through modeled attainments” (pg.
86), which include either seeing or visualizing, are effective tools for the development of self-efficacy.
Vicarious experience influences SE by providing competency information and through comparisons
to the accomplishments of other individuals (Bandura, 1997). According to Bandura (1997), indi-
viduals compare their capabilities to the attainment of others because “there are no absolute measures
of adequacy” (p. 86) for most activities and tasks. Individuals persuade themselves that they should
also be able to achieve at least some similar performance achievements as others. By modeling
another's behavior, the observer's self-efficacy is strengthened. However, the degree of influence of
vicarious experience will depend upon the talents of the individual being observed. SE increases
when one exceeds the attainments of associates/competitors, but SE decreases when associates/com-
petitors outperform the observer. Moreover, vicarious experience has the strongest influence when
model's traits (e.g., age and capability) are similar to the observer's characteristics, and the observer
has little prior experience.
Modes of vicarious experience take different forms and influence SE in different ways depend-
ing on the type of information they convey (Bandura, 1997). These modes of modeling include
actual modeling, symbolic modeling provided by various visual media, self-modeling, and cog-
nitive self-modeling.
Most of the research investigating vicarious experiences, as outlined in Table 11.A2, has
focused on the observational learning based on modeling the trainer and symbolic modeling mode
(i.e., visual media). The positive effect of vicarious experience on CSE with regard to specific
technology has been investigated by several IS researchers in both laboratory training settings and
cross sectional surveys. Interestingly, this research has also highlighted variations in the influence
of vicarious experience based on the type of vicarious experience observed and on the nature of
the task. For example, Bolt et al. (2001) reported that task complexity moderated the influence
of the type of vicarious experience (i.e., the type of training method—modeling vs. lecture) on
spreadsheet SCSE. Compeau and Higgins (1995a) found support for the modeling videotape
Search WWH ::




Custom Search