COMPUTER SELF-EFFICACY - Human-Computer Interaction and Management Information Systems: Foundations - page 237

Table 11.A2 ( continued )

Outcome Specific Focus References

Vicarious Experience
Manipulation in

Bolt et al. (2001) (modeling video); Compeau and Higgins (1995a)

laboratory (modeling video); Gist et al. (1989) (modeling video); Johnson and

experiments Marakas (2000) (modeling video); Lim et al. (1997) (co-discovery

learning); Yi and Davis (2003) (model-based retention/enhancement
intervention and observational learning process—attention,
retention, production, and motivation)

Measured directly Busch (1995) (encouragement by friends); Compeau and Higgins

(1995b) (others' use); Compeau et al. (1999) (encouragement of
others); Smith (1994); Staples et al. (1999) (best practices by manager)

Verbal Persuasion
Manipulation in Martocchio and Dulebohn (1994) (performance feedback to factors

field or laboratory within control, dimension of attributions); Martocchio and Webster

experiments (1992) (positive/negative performance evaluation in handwritten form)

Measured directly Compeau and Higgins (1995b) (encouragement by others); Mitchell

et al. (1994) (task feedback)

Physiological States
Anxiety Havelka (2003); Johnson and Marakas (2000); Kelley et al. (2000);

Martocchio (1992); Staples et al. (1999); Thatcher and Perrewe (2002)

Other Cues

External cues Busch (1995) (PC ownership today); Compeau and Higgins (1995b)

(organizational support); Haggerty and Compeau (2002) (technical
support characteristics); Henry and Stone (1994, 1995) (ease of use
and management support); Hill et al. (1986) (perceptions of product
complexity); Igbaria and Iivari (1995) (organizational support); Kelley
et al. (1999, 2000) (undesirable attributions); Martocchio (1994)
(training intervention); Mitchell et al. (1994) (physical comfort, task
difficulty, task complexity, task novelty, work disturbances, available
resources, task feedback); Rozell and Gardner (1999) (computer
training); Sheng et al. (2003) (information flow, involvement,
teamwork); Staples et al. (1999) (physical conditions, connectivity);
Stone et al. (1996) (software specific training and accounting
training); Torkzadeh and Koufteros (1994) (computer training)

Internal cues Agarwal et al. (2000) (personal innovativeness in IT); Busch (1995)

(gender); Delcourt and Kinzie (1993) (age, sex, education level, and
attitudes); Gist et al. 1989 (level of education); Havelka (2003) (family
income level, major); Kinzie et al. (1994) (computer attitude);
Martocchio (1992, 1994) (pre-training expectations; age, pre-training
expectations); Martocchio and Webster (1992) (age); Mitchell et al.
(1994) (level of alertness, desire to do well); Miura (1987) (education
level, gender, major); Murphy et al. 1989 (gender); Ogletree and
Williams 1990 (gender, psychological sex-typing); Rozell and
Gardner (1999) (computer attitude); Rozell and Gardner (2000)
(computer attitude, attributional style); Schmidt and Ford (2003)
(ability, metacognitive activity); Thatcher and Perrewe (2002)
(personal innovativeness in IT)