Assessing the effects of self-efficacy and competence on individual satisfaction with computer use: an IT student perspective
To explore the determinants of the success of applying computing technology to computer-related work, this study proposed a theoretical model that adopts individual satisfaction as a surrogate for the success of computer learning. Based on social cognitive theory (SCT) and competence-related literature, this study considered self-efficacy, computer competence, and near-term and long-term consequences as the determinants of individual satisfaction with computer use. The research model was tested using a questionnaire survey of 367 IT-related senior undergraduate students in five colleges. The empirical results identified self-efficacy as a strong and positive antecedent of competence, and confirmed the positive effects of self-efficacy on perceived consequences. Additionally, computer competence was found to affect individual satisfaction with computer use directly and indirectly. Moreover, perceived consequences influenced individual satisfaction more than did competence. Overall, this study provided empirical results involved theoretical explanations for understanding the effects of self-efficacy and competence on computer learning behavior. The limitations of the present study were discussed for researchers and practitioners.
self-efficacy competence computing technology social cognitive theory