The complexity of innovations has long been recognized as a factor affecting the rate of adoption. We investigated the relation between sense of efficacy regarding computers and people's readiness to use them. Using structural equation modeling procedures (LISREL) in Study 1, we showed the hypothesized relation between efficacy beliefs with respect to computers and the likelihood of using computers (as measured by subsequent enrollment in computer-related courses) in two independent samples. We demonstrated that beliefs of efficacy regarding computers exert an influence on the decision to use computers that is independent of people's beliefs about the instrumental value of doing so. In Study 2 we extended this finding by showing that, consistent with Bandura's research on the personal efficacy construct, previous experience with computers is related to beliefs of efficacy with respect to computers, but that it does not exert a direct independent influence on the decision to use computers. Furthermore, a significant relation was found in Study 2 between general beliefs of personal efficacy and use of other electronic devices. These studies demonstrate the importance of efficacy beliefs in the decision to adopt an innovation.People react strongly to computers. Many seem convinced that an electronic paradise, wherein all of the work is done by sophisticated electronic gadgets, is just around the corner. Some are compelled by the challenge to be part of this new age, to find new computer algorithms, develop fancy graphics, or write more sophisticated programs. For these people the computer's ability to process large amounts of information at high speeds makes it irreplaceable for facilitating a variety of tasks.However, "techno-phobics" and computer illiterates seem unlikely to attach such value to these machines. They consider computers too complex. They believe that they will never be able to control these devices and prefer to avoid them. One might expect such beliefs to be negatively related to people's intentions to use computers.Perceived complexity of innovations has long been recognized as a factor inhibiting their diffusion (e.g., LaBay & Kinnear, 1981;Rogers, 1962). In general, investigators have proposed that increased complexity of an innovation requires increased cognitive effort on the part of the adopter, thus decreasing the likelihood of adoption (Dickerson & Gentry, 1983;Hirschman, 1980).Cognitive laziness may, in fact, adequately explain why some people are reluctant to use computers. However, most teachers who have introduced students to computers will probably agree that novices are often rather frightened by the anticipated inter-The authors would like to thank Jack W. Brehm, Jim Fultz, and Lynne Steinberg for their helpful comments regarding this article.

No abstract

No abstract

This study investigates a mechanism by which individual differences in person perception evolve in the real world. Previous research has demonstrated that in order to maintain a positive self-image, people assign generally greater weight to traits representing their strong points as compared to traits representing their shortcomings; this effect has been labeled the self-image bias. Using an unobtrusive measure of centrality, the present study shows how the centrality of "computer skills" increased (over a semester) for students receiving a high grade in an introductory computer science course, whereas it (slightly) decreases for students receiving a low grade. This effect was shown to be specific, that is, limited to computer skills (and related mathematical skills).