Computer self-efficacy

cited authors

  • Marakas, GM; Aguirre-Urreta, MI; Lee, K

abstract

  • Every year, both organizations and their employees invest a significant amount of resources in training and development programs, in the hope that these will have an important impact on employee growth and ultimately on organizational performance. Among the many skill sets, computer skills are the most frequent type of training provided by organizations (Yi and Davis, 2003). Rooted in Social Cognitive Theory (SCT) (Bandura, 1997), computer self-efficacy (CSE), generally defined as a “judgment of one’s capability to use a computer” (Compeau and Higgins, 1995b), has been repeatedly identified as a key outcome of training, mediating the effects of a number of influences on performance, such as training treatments, past experience and demographic variables (Marakas et al., 1998), or personality characteristics and other individual differences (Johnson, 2005), and affecting performance both directly and through its impacts on different motivational and affective mechanisms. Individuals displaying high levels of CSE are expected to be more focused and persistent, put more effort into their endeavors and be more committed to achieving their goals, be more able to cope with negative feedback, and be generally less anxious about completing the task (Marakas et al., 1998).

publication date

  • January 1, 2014

Digital Object Identifier (DOI)

International Standard Book Number (ISBN) 13

  • 9781439898543

start page

  • 39-1-39-17