COMPUTER SELF-EFFICACY - Human-Computer Interaction and Management Information Systems: Foundations - page 224

such as introducing factors that reduce the likelihood of success and can serve as an excuse for poor
performance (e.g., the computer training program hung, the computer accidentally rebooted), that
serve to further limit their learning experiences.
Self-Awareness and Self-Efficacy
One's degree of self-attention is a second key factor to be considered when examining self-
regulation (Bandura, 1977b; Carver and Scheier, 1981). As both self-awareness and self-efficacy play
important roles in self-regulated learning, the relationship between the two needs to be examined
in the self-regulated learning context (Gravill and Compeau, 2003).
Self-awareness is defined as the tendency to reflect upon one's own thoughts and abilities, or as self-
understanding. Individuals' tendency toward self-awareness is believed to be associated with higher
learning outcomes (e.g., Kruger and Dunning, 1999; Renner and Renner, 2001; Zimmerman and
Martinez-Pons, 1988). Individuals' accurate assessment of their capabilities, or high self-awareness,
is key to effective learning experiences, as those with high self-awareness, resulting in an increased
understanding of their strengths and weaknesses, are in a better position to make effective learning
choices. In addition to suggesting that greater self-awareness promotes greater self-efficacy, our
research has found greater confidence in one's abilities can also promote greater self-awareness.
Gravill et al. (2002) conceptualized self-awareness of abilities as the difference between individuals'
self-reported and demonstrated knowledge of a spreadsheet computer software package, and found
that those subjects with higher pretest GCSE had a smaller difference in these scores, or were more
accurate in their self-assessments. This relationship was primarily attributed to the behavioral out-
comes, or actions, caused by one's GCSE as they progress through the learning process. Bandura has
established a theoretical link between self-efficacy and action and has conducted supporting studies,
explaining that the central focus of self-efficacy theory is the dynamic interplay between self-referent
thought, affect, and action (Bandura, 1986). SE has been shown to be related to the level of individu-
als' activity in their day-to-day learning activities and their interaction with their environment, from
which they have the opportunity to become more self-aware of their capabilities.
As noted earlier, studies in MIS literature have examined the positive link between computer self-
efficacy and individuals' participation in training, their performance in training, and their adoption of
technology. This means that as individuals with high CSE advance through their day-to-day learning
experiences, they tend to take advantage of opportunities (such as testing new software functionality
or discussing new technology features with others) that provide them with important feedback regard-
ing their current skills. The resulting increased awareness and ability to accurately self-assess one's
skills is key to individuals' ongoing effective self-regulated learning, as effective identification of
training needs is the first step in successful self-managed learning (Gravill et al., 2001). Ineffective
self-assessment of ability has been shown to introduce problems in the learning process, or to limit
learning outcomes (Kruger and Dunning, 1999; Renner and Renner, 2001).
Ultimately, this research initiative indicates that CSE plays a role in individuals' knowledge
calibration, and suggests that CSE should be considered in situations where effective knowledge
calibration is important, such as self-managed learning.
Summary
The self-regulated learning context is an important, yet under-researched, aspect of IS learning.
Our preliminary investigations suggest a particularly important role for individual differences in