Application of Social Cognitive Theory to Training for Computer Skills

Bibliographic Data

ID23365103
AuthorsDeborah R Compeau (Carleton University), Deborah Compeau (0000-0003-1174-8850, Carleton University), Christopher A Higgins (School of Business, The University of Western Ontario, London, Ontario, Canada N6A 5B9)
Year1995
Volume6
Issue2
Pages118-143
Publication date1995-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInformation Systems Research (JOURNAL)
Journal identifiersISSN: 1047-7047 • E-ISSN: 1526-5536
PublisherInstitute for Operations Research and the Management Sciences (INFORMS) (PUBLISHER)
DOI10.1287/isre.6.2.118
OpenAlexW1994279764
LanguageEN
Citations received103
References cited13

While computer training is widely recognized as an essential contributor to the productive use of computers in organizations, very little research has focused on identifying the processes through which training operates, and the relative effectiveness of different methods for such training. This research examined the training process, and compared a behavior modeling training program, based on Social Cognitive Theory (Bandura [Bandura, A. 1977. Self-efficacy: Toward a unifying theory of behavioral change. Psych. Rev. 84(2) 191–215; Bandura, A. 1978. Reflections on self-efficacy. Adv. Behavioral Res. Therapy 1 237–269; Bandura, A. 1982. Self-efficacy mechanism in human agency. Amer. Psychologist 372 122–147; Bandura, A. 1986. Social Foundations of Thought and Action. Prentice-Hall, Englewood Cliffs, NJ.]), to a more traditional, lecture-based program. According to Social Cognitive Theory, watching others performing a behavior, in this case interacting with a computer system, influences the observers' perceptions of their own ability to perform the behavior, or self-efficacy, and the expected outcomes that they perceive, as well as providing strategies for effective performance. The findings provide only partial support for the research model. Self-efficacy exerted a strong influence on performance in both models. In addition, behavior modeling was found to be more effective than the traditional method for training in Lotus 1-2-3, resulting in higher self-efficacy and higher performance. For WordPerfect, however, modeling did not significantly influence performance. This finding was unexpected, and several possible explanations are explored in the discussion. Of particular surprise were the negative relationships found between outcome expectations and performance. Outcome expectations were expected to positively influence performance, but the results indicated a strong negative effect. Measurement limitations are presented as the most plausible explanation for this result, but further research is necessary to provide conclusive explanations.

Action (physics) · Cognition · Cognitive psychology · Perception · Self-efficacy · Social cognitive theory · Social learning theory · Surprise · Applied Psychology · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Team Dynamics and Performance · Technology Adoption and User Behaviour