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An Empirical Examination of the Relationship Between Computer Self-Efficacy and Computer Training Outcomes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hasan, Bassam |
| Copyright Year | 2020 |
| Abstract | This study examines the relationships among computer self-efficacy and two key computer training outcomes, namely trainee reactions and learning performance, as well as the relationship between learning performance and reactions to training. Reactions to training were examined with respect to perceived ease of use and perceived usefulness. Similarly, learning performance was examined in terms of near-transfer and far-transfer learning. The results of a field experiment revealed that computer self-efficacy had significant effects on perceived ease of use and far-transfer learning only. While the results provided no support for the impact of near-transfer learning on training reactions, they provided partial support for the impact of far-transfer learning. Research and practical implications are provided and discussed. INTRODUCTION Computing skills of end users have been correlated with end user performance and the success of information systems [7]. As a result, businesses are striving to provide effective computer training in which end users learn and master the skills necessary to use computer systems effectively [17,20]. Thus, computer training is regarded as an issue of great importance in information systems (IS) research and practice which deserves further investigation and better understanding. Computer training has attracted extensive research attention [5,10,12,16,18,20]. The objective of most studies has been to understand factors affecting the effectiveness of computer training [7,16,18]. From this line of research, computer self-efficacy (CSE), one’s confidence in his/her computing skills, has emerged as a reliable determinant of various outcomes associated with computer training [5,12,20]. However, two important issues have been overlooked in past research. First, while theories of learning identify near-transfer and far-transfer learning as two types of learning through which people learn new skills, most prior studies have not utilized this distinction in evaluating learning performance in computer training [6,10]. Second, although trainees’ reactions represent an important criterion for evaluating training effectiveness [15], very few studies have examined reactions as an outcome of computer training. The present study contributes to the ongoing computer training research by addressing the limitations delineated above. Accordingly, this study tests relationships among the following variables: CSE, perceived ease of use, perceived usefulness, near-transfer learning, and far-transfer learning. THEORETICAL BACKGROUND Self-Efficacy Self-efficacy refers to people’s confidence in their abilities to organize and execute required skills to perform a behavior [2]. The definition of self-efficacy underscores that self-efficacy is not concerned about the specific skills that individuals may possess, rather it is concerned about whether people have confidence in their abilities to use whatever skills they may have to perform a behavior successfully. Social cognitive theory (SCT) [2,11] suggests that self-efficacy influences human behavior by influencing: (1) choices of behaviors that people make, (2) the effort and persistence one is willing to expend on a task, (3) emotional reactions to difficult or challenging behaviors, and (4) goal setting. SCT postulates that individuals form their efficacy beliefs based on the information they receive from: (1) past performances, (2) behavioral modeling or observing others perform similar tasks, (3) verbal persuasion and feedback, and (4) the emotional state of an individual such as anxiety or stress. Computer Self-Efficacy Since self-efficacy is a dynamic construct that can vary across domains [6,24], the concept of self-efficacy has been extended to various domains including computing. Thus, computer self-efficacy (CSE) refers to people’s perceptions about their abilities to use a computer successfully [5]. The CSE construct has been investigated as an antecedent to many computer-related behaviors [e.g. 5,12,20]. For instance, CSE was found to have a negative effect on computer anxiety and a positive impact on perceived ease of use and computer use [14,19]. In the context of computer training, Compeau and Higgins [5] examined the impact of CSE on learning performance of two computer applications (Lotus and WordPerfect) and found that CSE had a significant effect on learning performance of the two applications. Similarly, subjects who scored higher on a measure of CSE administered before training demonstrated higher learning performance than those who had low CSE scores [12]. Training Effectiveness Kirkpatrick [15] suggests that effectiveness of any training program depends on achieving four types of outcomes: (1) reactions, relates to trainees’ feelings and attitudes after training, (2) learning, pertains to whether participants learned and mastered the knowledge presented in training, (3) behavior, concerns the extent to which the newly learned knowledge is being applied on the job, and (4) results, involve evaluating the impact of training on organizations in quantitative terms such as reduced costs, improved quality of work, and increased quantity of work. While Kirkpatrick’s framework remains the most widely used model of training effectiveness, very few, if any, studies have utilized this model in evaluating computer-training outcomes. In this study, we focus on examining the first two groups of outcomes: reactions and learning performance. Based on computer training studies [e.g., 12,20], the reactions examined in this study include perceived ease of use and perceived usefulness. Likewise, learning performance was examined in 701 E. Chocolate Avenue, Suite 200, Hershey PA 17033, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com ITP5118 IDEA GROUP PUBLISHING |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.irma-international.org/viewtitle/32528/?isxn=9781616921293 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
