یک مدل احتمالی از خوداثربخشی اینترنت و کامپیوتر

Information system researchers have recently devoted considerable attention to the concept of computer self-efficacy in order to understand computer user behavior and system use. This article reports on the development and examination of a contingency model of computer and Internet self-efficacy. User attitude and computer anxiety were assumed to influence the development of computer and Internet self-efficacy. Measures of user attitude, computer anxiety, computer self-efficacy, and Internet self-efficacy were used in a university environment to collect 347 responses at both the beginning and end of an introductory computer course. Results suggested that training significantly improved computer and Internet self-efficacy. Respondents with ‘favorable’ attitudes toward computers improved their self-efficacy significantly more than respondents with ‘unfavorable’ attitudes. Respondents with ‘low’ computer anxiety improved their self-efficacy significantly more than respondents with ‘high’ computer anxiety. The interaction effect between attitude and anxiety was significant for computer self-efficacy scores but not for Internet self-efficacy scores. The implications of these findings are discussed.

The ultimate question about information technology effectiveness relates to its impact on the individual and organizations. The effective use of an IS is influenced by not only system design features but also by the user's ability to use the system effectively in making decisions, plan work, service customers, or control events. Self-efficacy reflects the belief that individuals have about their ability to use systems effectively. Research studies suggest that the higher the induced level of self-efficacy, the greater is performance achievement [1]. Individuals with high self-efficacy work harder and longer than individuals with low self-efficacy [44]. Computer self-efficacy is defined as an individual's belief regarding their ability to use a computer [10]. Research suggests that it plays a significant role in an individual's decision to use computers and how comfortable users are in learning skills related to effective use [26] and [32]. MIS researchers have, in recent years, devoted much effort in studying computer user training, user attitude, and computer anxiety as they relate to computer self-efficacy. Marakas et al. provided a comprehensive review of related literature and the path that research on computer self-efficacy has traveled. Although computer self-efficacy constructs have been the subject of research studies, contingency models that examined the influencing effect of user attitude and computer anxiety on computer self-efficacy have not been considered. User attitude and computer anxiety are important variables and are expected to influence the outcome of self-efficacy development efforts [27] and [39]. Improving our understanding about influence on training programs should help in making better decisions regarding technology implementation, acceptance, and use. In our study, the pattern of change in computer and Internet self-efficacy was examined as individuals learned about computers and interacted with them. Survey responses were collected from 347 students at the beginning and end of an introductory computer course. Data were analyzed to examine the relationship between training and self-efficacy and how this relationship was influenced by user attitude and computer anxiety. Our specific goals were to examine the relationships between training and (a) computer self-efficacy, (b) Internet self-efficacy, (c) computer self-efficacy controlling for user attitude, (d) Internet self-efficacy controlling for user attitude, (e) computer self-efficacy controlling for computer anxiety, (f) Internet self-efficacy controlling for computer anxiety, (g) computer self-efficacy controlling for the interaction effect between attitude and anxiety, and (h) Internet self-efficacy controlling for the interaction effect between attitude and anxiety.

We examined the effect of computer training on computer self-efficacy and Internet self-efficacy and the influence of user attitude and computer anxiety on training outcome in terms of pattern of change in computer and Internet self-efficacy. Results suggested that computer training significantly influenced computer and Internet self-efficacy development and further suggested that user attitude and computer anxiety significantly influenced computer and Internet self-efficacy development. Data analyses suggested that there was an interaction between user attitude and computer anxiety and the effect of that interaction on computer self-efficacy but not on Internet self-efficacy. These findings have implications for the design as well as the evaluation of computer training programs.