A field study of computer efficacy beliefs as an outcome of training: the role of computer playfulness, computer knowledge, and performance during training

Abstract

Prior research has established the importance of enhanced task-specific self-efficacy (SSE) as an outcome of training, including computer-related training. This field study of 56 newly hired computer programmers explored potential antecedents of post-training computer self-efficacy beliefs regarding trainees' programming capabilities. Specifically, the relationship between computer playfulness, computer knowledge and experience, performance during training, and post-training efficacy was explored. Self-rated knowledge of computers and performance during training were positively correlated with post-training programming efficacy. After controlling for general pre-training computer efficacy, there were no main effects for the independent variables studied. However, the three antecedent variables included in a regression model explained a significantly greater portion of the variance in post-training efficacy beyond the control measure of pre-training computer efficacy, suggesting that post-training SSE may depend on a composite of relevant individual characteristics and training experiences. Interestingly, results suggested a significant interaction effect between computer playfulness and performance during training, such that more playful individuals who performed well on hands-on exercises during training made the highest post-training programming efficacy judgments. Suggestions for future research on computer efficacy are discussed.