Abstract
AbstractUsing a Modified Social Cognitive Theory framework, this study examines the behavior modeling and lecture‐based training approaches to computer training. It extends the existing Social Cognitive Model for computer training by adding the task complexity construct to training method, prior performance, computer self‐efficacy, outcome expectations, and performance. A sample of 249 students from a large state university served as participants in a laboratory experiment that was conducted to determine the task complexity*training method and task complexity* self‐efficacy interaction effects on performance. Structural equation modeling with interaction effects was used to analyze the data. The results show that behavior modeling outperforms lecture‐based training in a measure of final performance when task complexity is high. Further, it is found that computer self‐efficacy has a greater positive effect on performance when task complexity is high than when task complexity is low. Prior performance is also found to be an important variable in the model.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
