Research Report: The Evolving Relationship Between General and Specific Computer Self-Efficacy--An Empirical Assessment

• Published in: Information systems research Vol. 11; no. 4; pp. 418 - 430
• Main Authors: Agarwal, Ritu, Sambamurthy, V, Stair, Ralph M
• Format: Journal Article
• Language: English
• Published: Linthicum INFORMS 01.12.2000; The Institute for Operations Research and the Management Sciences (INFORMS); Institute for Operations Research and the Management Sciences
• Subjects: Banduras; causal model; Computer literacy; computer self-efficacy; Computer software; Computer technology; Information storage and retrieval systems; Information technology; Longitudinal studies; longitudinal study; Perceptions; Research design; Self efficacy; Software packages; software training; Structural equation modeling; Studies; Technological innovation; technology acceptance; Technology Acceptance Model; Training
• ISSN: 1047-7047; 1526-5536
• DOI: 10.1287/isre.11.4.418.11876

The concept of computer self-efficacy (CSE) recently has been proposed as important to the study of individual behavior toward information technology. This paper extends current understanding about the concept of self-efficacy in the context of computer software. We describe how two broad types of computer self-efficacy beliefs, general self-efficacy and task-specific self-efficacy, are constructed across different computing tasks by suggesting that initial general CSE beliefs will strongly predict subsequent specific CSE beliefs. The theorized causal relationships illustrate the malleability and development of CSE beliefs over time, within a training environment where individuals are progressively provided with greater opportunity for hands-on experience and practice with different software. Consistent with the findings of prior research, judgments of self-efficacy then serve as key antecedents of the perceived cognitive effort (ease of use) associated with technology usage. Further, we theorize that self-efficacy judgments in the task domain of computing are strongly influenced by the extent to which individuals believe that they are personally innovative with respect to information technology. Panel data were collected using a longitudinal research design within a training context where 186 subjects were taught two software packages in a sequential manner over a 14-week period. The emergent patterns of the hypothesized relationships are examined using structural equation modeling techniques. Results largely support the relationships posited.