Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers.

Abstract

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.

Correlational Study of Organizational Commitment, Self-Efficacy and Psychological Barriers to Technological Change

“…Self-efficacy has consistently been found to be associated with work related performance in numerous studies, including those of coping with difficult career-related tasks (Stumpf, Brief, & Hartman, 1987), career choice (Lent, Brown, & Larkin, 1987) and adaptability to new technology (Hill, Smith, & Mann, 1987). People with strong self-efficacy beliefs exert greater efforts to master a challenge while those with weak self-efficacy beliefs are likely to reduce their efforts or even quit (Bandura & Schunk, 1981;Brown & Inouyne, 1978;Schunk, 1981;Weinberg, Gould, & Jackson, 1979).…”

Promote Technology Self-efficacy via a SCORM-Based e-Learning Approach

“…An individual's perceived ability, or self-efficacy, to adopt computer technology successfully has been found to be a major factor affecting his or her willingness to accept new technology [1], [2]. Research showed that those with high self-efficacy performed better academically than those with low self-efficacy.…”

Eğitim Fakültesi Son Sınıf Öğrencileri İçin Hazırlanan Eğitim Amaçlı İnternet Kullanımı Öz-Yeterliğini Geliştirme Programının Etkililiği

“…Ancak bu gelişme bireylerin zamana bağlı olarak olgunlaşmasıyla meydana gelir ve uzun bir süreci kapsayabilir (Bandura, 1986). Diğer yandan bireylerin belirli bir durum veya görev ile ilgili düşük öz-yeterlik algıları söz konusu görevi başarmaları ve olumlu deneyim edinmeleri ile yükselir (Hill, Smith ve Mann, 1987;Delcourt ve Kinzie, 1993;Bandura, 1997). Öz-yeterlik algısının gelişimi en çok performans tabanlı etkinliklerden etkilenir; yani etkin doğrudan deneyimlerle kazanılabilir (Bandura, 1977(Bandura, , 1997 Bandura'ya (1977) göre bireylerin belirli bir konu ile ilgili öz-yeterlik algılarının geliştirilmesi için bir öğreticinin model olması yeterli olabilir.…”