ABSTRACT
Abstract: Computer self-efficacy (CSE) has become an important construct in information systems research. CSE has been shown to influence both user acceptance of technology and user learning about technology in a variety of settings across a wide range of technologies. This paper first reviews existing studies in the MIS literature on CSE to present the current state of knowledge regarding this influential construct and key antecedents. The paper then identifies important issues facing researchers in this area, such as determining clarity in CSE definition and CSE measurement with respect to the context of the task and the technology domain. Several ongoing research programs aimed at furthering our understanding of the formation of CSE in phases of the computer software learning process within organizations are discussed, followed by suggestions regarding key avenues for future research on CSE. Review of the literature indicated that most studies on CSE have focused on the impact of CSE, paying relatively less attention to its formation. The ongoing research programs presented in this paper, and the future research directions suggested, focus on important steps we believe researchers must take if they are to begin filling the gaps in our knowledge of how CSE develops in the workplace, and understanding what influences this development. If our goal as researchers is to understand how and why a behavior develops and to extend an influence on future behavior, understanding the role of CSE (and other less immediate antecedents of behavior) remains important. This paper aims to assist in achieving this goal, and to provide important direction regarding future research on CSE. Keywords: Computer Self-efficacy, Individual Technology Adoption and Use, Computer Training and Learning, Causal Attributions, Self-regulated Learning, Technical Support
INTRODUCTION
Computer self-efficacy (CSE) has become an important construct in information systems research. First discussed by Davis et al. (1989), and Gist et al. (1989), CSE was seen as an important influence on training outcomes. Since then, CSE has also been shown to influence user acceptance of technology more broadly-as a direct influence on use (e.g., Compeau and Higgins, 1995b; Compeau et al., 1999), or through other cognitions such as perceived ease of use (e.g., Venkatesh and Davis, 1996; Venkatesh et al., 2003).
