COMPUTER SELF-EFFICACY - Human-Computer Interaction and Management Information Systems: Foundations - page 232

Influence of CSE
Prior research has provided substantial insight into the manner in which CSE influences behavior
choice, performance, other forms of CSE, affect, and anxiety. Nevertheless, substantial opportu-
nities exist to continue research on the influence of CSE. First, we suggest a need to study the
fourth outcome of SE suggested by Bandura (1986) which is under-researched in the MIS
domain—effort/persistence, particularly in field-based settings.
This outcome is related to the second opportunity for future research with regard to the
methodologies we use, namely that relevant phenomenon involving computer self-efficacy beliefs
should be studied outside of cross-sectional approaches—including process-oriented or longitu-
dinal research. Much more could be added to our understanding of the role of CSE by incorpo-
rating temporal considerations into our research designs. For example, it is difficult to imagine
research on effort/persistence outcomes that does not incorporate a timing element that would be
best served by process-oriented or longitudinal modes of observation. By focusing only on single
aspects of the relationship between CSE and outcomes and relying on cross-sectional research,
we may be missing opportunities to understand the spiraling relationships between self-efficacy,
anxiety, and behavior. Given the fundamental view of social cognitive theory (Bandura, 1986) that
behavior, environment, and individuals are engaged in a continuing reciprocal interaction (see
Figure 11.2), the separation of research on self-efficacy's antecedents and outcomes is artificial,
and risks missing important aspects of the phenomenon. 2
Third, an opportunity exists to understand how computer self-efficacy interacts with task char-
acteristics (Bolt et al., 2001) and technology characteristics (Hung and Liang, 2001) in producing
various outcomes. Studying such interaction effects holds the promise of revealing the more sub-
tle aspects of CSE influence.
Development of CSE
Generally, our review of the literature highlights that substantially less research has been under-
taken to understand the development of CSE compared to research examining the influence of
CSE. Yet, if our goal as researchers is not just to predict behavior and outcomes but also to lend
insight to practice in how to influence them, then we must also research how individuals develop
CSE so that managerial interventions can be designed to assist in strengthening CSE. Our review
highlights several areas of opportunity for future research in this area.
As it relates to mastery experiences, investigation of the total patterns of mastery experiences
appears to be absent in the literature. Additional research is needed in order to advance our under-
standing of how the overall patterns of mastery experiences influence CSE, which Bandura notes
produces “stronger and more generalized” (Bandura, 1997, p. 80) SE judgments.
With regard to modeling, our review suggests that IS research is also needed to further inves-
tigate the complex relationship between vicarious experience and SE. For example, in practice,
individual computer users are subject to a wide variety of concurrent vicarious experiences (oth-
ers' computer use, online tutorials, local and help desk personnel) and more research is required
to study the repertoire of vicarious experience that individuals draw on as their CSE develops. IS
researchers have much to discover about the various modes of vicarious experience in a variety of
IS settings and technology-related tasks and the four processes that govern observational learning.
Our review highlights that only a small number of studies have considered the influence of
verbal persuasion on CSE development. Valuable research remains to be undertaken on the effects
of verbal persuasion on CSE development in a wide variety of contexts, particularly outside of