Information Technology Self-efficacy Research Articles

Information Technology Self-Efficacy and Library Portal Use in Nigerian Universities

This descriptive cross-sectional survey aimed to investigate the relationship between information technology self-efficacy and the use of library portal services among undergraduate students in selected universities in South-West Nigeria. A cross-sectional survey used stratified sampling to select 658 undergraduates from three Nigerian universities: University of Ibadan, University of Lagos, and Babcock University. The results revealed a high level of IT self-efficacy among respondents (mean=3.48) and significant use of library portals, particularly for research needs like finding scholarly materials (mean=3.50), accessing indexing services (mean=3.43), and seeking reference assistance (mean=3.39). Library computers were the most preferred access point (mean=3.11). A strong, significant positive correlation was found between IT self-efficacy and library portal use (r=0.609, p<0.05), indicating that greater self-efficacy in using IT corresponded with higher utilization of library portals and their services. The findings highlight the importance of fostering IT skills and self-confidence among students to facilitate effective use of digital library resources.

Inconsistencies Between Information Security Policy Compliance and Shadow IT Usage

ABSTRACT This study investigates the effects of self-efficacy on intentions toward information security policy compliance and behaviors in shadow information technology, with self-efficacy being divided into information technology self-efficacy and information security self-efficacy. An experiment was conducted and a total of 83 valid subjects were recruited in this study. Data were collected on the subjects’ behaviors during the experiment, and quantitative data were also collected using a posttest questionnaire. The findings indicated that ITSE and ISSE positively correlated with information security policy (ISP) compliance, suggesting that improving self-efficacy in either aspect will improve ISP compliance intention. However, ISP compliance did not correlate significantly with shadow IT usage, as subjects with high ISP compliance still used shadow IT. Therefore, there was a discrepancy between intention and actual behavior. In practical terms, organizations can use training and education to improve their employees’ self-efficacy in the technically challenging or unfamiliar aspects of IT and ISP compliance, improve their ISP compliance intention, and reduce the possibility of ISP violations, such as shadow IT usage.

Examining the Relationship Between Gifted Students' Self-Efficacy Perceptions of Information Technology and Their Motivation Towards E-Learning Environments

The purpose of this research was to examine the relationship between gifted students' information technology self-efficacy perceptions and their motivations for e-learning environments and to determine the variables (i.e., gender, age, class level, parental education level) are affected by these perceptions and motivations. A total of 104 gifted students, 51 female and 53 male, studying at the Science and Art Center (SAC) constituted the sample of the research. Information Technology Self-Efficacy Perception Scale (ICTSEP) and Motivation Questionnaire for e-Learning Environments (CBM) were used to collect data. It was determined that there was a moderately significant positive correlation between the total ICTSEP and MSDE scores obtained from the scales. It was determined that the motivation of the students towards e-learning environments was negatively affected by the quota and speed problem they encounter on their internet connections and differs according to the class level, SAC group and how they define their computer use skills. In addition, it was observed that the information technology self-efficacy perceptions of the SAC group differed according to how the computer usage time and computer usage skills were defined. As a result, it has been understood that the changing and developing educational needs of gifted students should be met, they should have a quality education and new learning opportunities, and environments where they can reveal their potential by developing their creative thinking skills. It is recommended to plan workshops and practices that will increase students' problem-solving skills, offer the opportunity to progress according to their own level and learning speed and appeal to their age groups and interests.

The Effect of Secondary School Students 'Perceptions of Computing Technologies and Self-Efficiency on Attitudes Towards Coding

The aim of this study is to examine middle school students' perceptions of information technology self-efficacy and their attitudes towards coding according to various variables and to determine the difference between secondary school students' perceptions of information technology self-efficacy and their attitudes towards coding. The study was carried out with 63 students attending 5th and 6th grades in a state school in Hakkari in the 2019-2020 academic year. Pre-test-post-test quasi-experimental design was used in the study. The work carried out lasted 6 weeks. “Information Technology Self-Efficacy Scale for Secondary School Students” and “Attitude Scale Towards Coding for Secondary School Students” were used as data collection tools. The information technologies self-efficacy scale and attitude scale towards coding applied to students in the first week were re-applied as a post-test without changing the contents after the end of 12 class hours and the results were analyzed. According to the findings obtained from the study, it was determined that the posttest scores of the experimental group were higher than the posttest scores of the control group in the posttest of information technology self-efficacy perceptions applied to the experimental and control groups, and the study was found to be in favor of the experimental group. In the attitude towards coding posttest applied to the experimental and control groups after the application, it was determined that the posttest scores of the experimental group were higher than the posttest scores of the control group, and it was observed that the study was in favor of the experimental group.In the study, it was determined that providing basic information technologies and coding training to the experimental group in addition to the curriculum has a large effect on the perception of information technologies self-efficacy and attitude towards coding.

New trend of the information age: A research on digital hoarding

Bilinçaltında bir güdü olarak saklama, biriktirme, zamanı gelince kullanmak üzere toplama ihtiyacı hissetme, stoklama durumu istifçiliğin çeşitli tanımları arasındadır. Bir içgüdü olarak stoklama insanın doğasında bulunmakta, istifleme bozukluğu ise bu durumun fazlaca tekrarlanması ve nesnelere veda edememe durumuyla toplama ve bırakamama alışkanlığının artarak devam etmesi durumudur. Günümüzde teknolojinin sık kullanımı olumsuz etkilerini de beraberinde getirmiş ve dijital hastalıklar sık konuşulmaya başlanmış, özellikle büyük verinin psikolojik ve fizyolojik etkileri ciddi bir şekilde düşünülmeye başlanmıştır. Bilgi çağının bireyleri uçsuz bucaksız bir veriye sahip olan internetten pek çok bilgi edinerek, bu bilgileri hafızalarında tutmak yerine, dijital ortamlarda saklamayı tercih etmektedir. Gerek günlük bilgiler gerekse fiziki olarak saklanan veriler dijitale yenik düşmekte, dijital teknolojilerin günlük hayatın kaçınılmaz bir parçası haline gelmesi ise her türlü verinin dijitalde depolanmaya başlanmasına neden olmaktadır. Dijitalleşen dünyada yeni teknolojilerin ortaya çıkması ve günlük hayatın her alanına dâhil edilmesi konusunda yaşanan tedirginlikler, dijitalleşme ve teknoloji kaygısını gözler önüne sermiştir. Bilgi teknolojisi kaygısının psikolojik temeli, öz-yeterlik kavramıdır. Teknolojisi kaygısı ve öz-yeterlik kavramları, dijital depolama davranışının incelenmesinde önemli unsurlardır. Yapılan araştırmalar, bireylerin veri biriktirme nedenleri arasında sorumluluktan kaçınma, sorumlulukları öteleme ve Obsesif-kompulsif bozukluk gibi kişisel başka sorunları da tetikleyebildiğini ortaya koymuştur. Dijital araçların ve içeriklerinin biriktirilmesi ve depolanmasının neden ve sonuçları bağlamında yapılan çalışmaların sınırlı olduğu görülmektedir. Bu bağlamda, veri tabanları, videolar, resimler ve dijital belgeler gibi sanal ürünleri içeren depolama sorunları, bir başka deyişle dijital istifçilik ile ilgili araştırmaların yapılması çalışmanın amacını oluşturmaktadır. Çalışmanın sorunsalı, örneklem olarak seçilen dijital istifçilere yöneltilen açık uçlu sorularla nitel araştırma yöntemlerinden biri olan odak grup görüşmeleri yapılarak katılımcıların dijital biriktirme davranışlarının bilgi teknolojisi öz-yeterlik ve kaygısı çerçevesinde değerlendirilmesinin yapılmasıdır.

E-learning Acceptance Model in a Pandemic Period with an Expansion to the Quality of Work Life and Information Technology Self-Efficacy Aspects

The research is inspired by the COVID-19 pandemic which affects face-to-face learning and leads to the e-learning system. However, educational institutions and related parties are not prepared for this sudden change. So, it is interesting to research the students’ intentions related to learning during the pandemic in the framework of the Technology Acceptance Model (TAM). Specifically, the research aims to analyze the acceptance and satisfaction model of e-learning users amid the pandemic. The proposed model that predicts student intentions and satisfaction with e-learning is an expanded TAM with factors such as quality of work life and information technology self-efficacy. The research provides empirical evidence related to the quality of work balance and the ability to use information technology related to e-learning access, in addition to other factors in the TAM. The data are collected by distributing online questionnaires with a snowball sampling model. The sample includes students who voluntarily fill out the questionnaire from various Indonesian universities. Then, the structural equation model processes the data using a Partial Least Square (PLS) approach and analyzes it through the SmartPLS3 program. The results show that the variables of quality of work life and information technology self-efficacy, such as computers, the Internet, and communication, can explain the acceptance of elearning models, especially during a pandemic. As an implication of the results, the teachers should focus on elearning designs that facilitate access to learning material and student-teacher interactions to attract intentions and increase students’ satisfaction in using e-learning.

When Constructs Become Obsolete: A Systematic Approach to Evaluating and Updating Constructs for Information Systems Research

In this paper, we confront a paradox in the IS literature that even though our field focuses on the rapid pace of technological change and the dramatic scale of technology-enabled organizational and societal changes, we sometimes find ourselves studying these changes using—largely without question—constructs that were developed in a vastly different IT, user, and organizational environment. We provide guidelines to help assess whether an existing construct warrants updating and to structure the updating task if it is undertaken. Our three-step process provides for a theoretically grounded and comprehensive method that ensures we balance the need for construct updating against the need to sustain our cumulative tradition. We illustrate our guidelines using computer self-efficacy (CSE) as a case study. We document each of the steps involved in analyzing, reconceptualizing, and testing the revised construct information technology self-efficacy (ITSE). Our analyses show that the new construct better explains both traditional and contemporary constructs with a traditional (postal survey) and contemporary (online panel) sample. We discuss the implications of our work both for research on self-efficacy and more broadly for future updating of other important constructs.

Individual differences in susceptibility to cybercrime victimization and its psychological aftermath

This study explicated individual differences in susceptibility to cybercrime victimization by predicting that frequent use of information technology (IT) devices is related to greater likelihood of cybercrime victimization (exposure hypothesis), and testing whether individuals more vulnerable to cybercrimes are characterized by higher (overconfidence hypothesis) or lower (negligence hypothesis) levels of IT self-efficacy. Our study also investigated whether cybercrime victimization would influence one's perception of interpersonal relations and subjective well-being. Data were drawn from a representative sample of 1018 Hong Kong participants (46% men; mean age = 42.18). The results from correlation analysis supported the exposure hypothesis by revealing a positive association between IT use and cybercrime victimization. Consistent with both the exposure and overconfidence hypotheses, the mediation analysis showed that IT self-efficacy was positively related to IT use, which in turn was positively related to cybercrime victimization. The correlation analysis further revealed that cybercrime victimization was inversely associated with trusting people online, perceived control, perceived fairness, life satisfaction, and happiness. Our novel findings imply escalating risks of cybercrime victimization as both the amount of IT use and users' IT proficiency are growing, and evidence-based programs are needed to increase users' awareness of the prevalence of cybercrimes and build resilience to combat cyber-attacks.

The role of self-efficacy, flexibility, and gender in pharmacy students' health information technology readiness

IntroductionPharmacy students' characteristics and attitudes towards health information technology (HIT) may influence their willingness to learn, adopt, and utilize technology in healthcare settings. Future pharmacists will play a key role in the successful implementation of HIT, yet their technology readiness is not well understood. The goal of this study was to understand pharmacy students' attitudes regarding HIT and identify personal characteristics and psychosocial factors that predict their readiness to use HIT in future clinical practice. MethodsUsing an anonymous online survey, data were collected from 148 pharmacy students. Linear regression modeling was used to determine if gender, flexible thinking, and openness to using technology, and technology self-efficacy were associated with students' readiness to utilize HIT tools in future clinical practice. ResultsRegression modeling successfully explained 15% of the variance in predicting students' readiness to utilize HIT tools: F(3, 144) = 8.31, p < 0.001 with an R2 of 0.148 (adj R2 = 0.13). Greater information technology self-efficacy, more openness to change (in academic/work settings), and being male were associated with readiness to utilize HIT. ConclusionsWith the increased adoption of HIT in pharmacy practice, innovative approaches to HIT education are needed. Curricula that help students overcome obstacles to embracing technology may now be warranted. With enhanced training and engagement involving more than just didactic lessons, pharmacy students may not only feel confident in their ability to embrace HIT in future practice but feel professional satisfaction, increasing the likelihood for improved patient care and health system sustainability.

The role of goal awareness and information technology self-efficacy on job satisfaction of healthcare system users

ABSTRACTThis paper investigates the influence of goal awareness and IT self-efficacy on job satisfaction based on the motivation sequence model, goal-setting theory, and social cognitive theory. Using a large-scale field survey of healthcare enterprise resource planning (ERP) system users (n = 352), this study investigates these relationships and provides important insight to healthcare ERP system researchers and managers. Both goal awareness and IT self-efficacy influence positive job satisfaction of healthcare ERP system users, as expected. Furthermore, the influence of goal awareness is stronger when the role of ERP systems is highly perceived for decision-making of the job. There was no interaction effect between goal awareness and IT self-efficacy in the post hoc analysis. The model is significantly supported by the empirical test with the large number of field data from healthcare ERP system users in the healthcare company. Practical and academic implications are discussed in the paper.

Understanding it Entrepreneurial Intention: An Information Systems View

IT (Information Technology) entrepreneurs have been contributing greatly to economic growth and job creation. Despite this, IT entrepreneurship remains understudied in business research. In particular, studying IT entrepreneurial behavior has been ignored in both Information Systems (IS) and entrepreneurship disciplines. This study for the first time empirically examines IT entrepreneurial behavior and its antecedent factors from the IS discipline. The findings suggest that two key IS constructs, personal innovativeness in IT (PUT) and computer self-efficacy (CSE), respectively, have direct and indirect influences on IT entrepreneurial intention. As the first step of a research effort, this study calls for more empirical studies on IT entrepreneurial behavior from the IS discipline. The study concludes with discussion of the limitations and suggestions for future research.

Improving IS Student Enrollments: Understanding the Effects of IT Sophistication in Introductory IS Courses

The Information Systems (IS) discipline is facing a sharp downturn in student enrollments. De-spite the steady decline in students pursuing the IS major, the demand for information technology (IT) professionals continues to increase. These trends indicate that there might be a shortage of qualified IT employees in the near future. In order to overcome this dilemma, academicians have recently begun to look for mechanisms targeted at improving IS enrollments. This study investi-gates how such a mechanism – IT sophistication – influences students’ aspirations to pursue an IS degree. More specifically, the study suggests that IT sophistication, self-efficacy, outcome expec-tations, and interests are expected to independently and cumulatively affect students’ choice of IS as their major. The data utilized to investigate this issue was collected from students enrolled in introductory IS courses at two large public universities. A total of 151 usable responses were ob-tained. The results indicate that the degree to which students perceive the IT to be sophisticated affects their aspiration to major in IS. Specifically, utilizing state-of-the art technologies that re-flect current industry practices not only enhances students’ confidence in their ability to success-fully perform as an IS major, but also elevates students’ expectations that valued rewards will be received by majoring in IS. In turn, strong self-efficacy and outcome expectations foster student interest in the IS discipline. Moreover, it was found that IT sophistication does not directly affect student interest. Rather, the effects of IT sophistication on interests are channeled indirectly through self-efficacy and outcome expectations. Similarly, our results did not provide support for the direct effects of self-efficacy and outcome expectations on choice goals. In contrast, choice goals develop through strong interests, and finally, interest serves as the primary mechanism through which goals to choose the IS major emerge. Our findings suggest that deploying sophisticated IT in introductory IS classes can be used as a powerful lever to attract additional students the IS discipline. We encourage those who teach in-troductory IS courses to focus on state-of-the-art technologies that reflect cur-rent industry practices. Utilizing these technologies also has the potential to increase student success in the class-room, provide a richer and more engag-ing learning environment for students, and help students become more attrac-tive to recruiters. Despite the knowledge gained herein, the study has certain limitations. The

Information Technology Continuance: A Theoretic Extension and Empirical Test

This paper proposes a theoretical extension of the information technology (IT) continuance model by linking continuance intention to behavior and elaborating the contingent factors that shape IT continuance intention and behavior. Drawing on recent findings in the cognitive psychology literature, it conceptualizes perceived behavioral control as consisting of two dimensions — IT self-efficacy and facilitating conditions — and links these two dimensions respectively to IT continuance intention and behavior. Field data from a longitudinal survey of document management system usage among administrators and staff personnel at a governmental agency in Ukraine provides empirical support for our extended model. Our study advances the emerging body of research on IT continuance by extending the theoretical boundaries of the IT continuance model, and contributes to IT acceptance and usage research by clarifying the conceptualization and effect of the PBC construct.

Does Within-Culture Variation Matter? An Empirical Study of Computer Usage

This article examines within-culture variance in the influence of values on perceptions and use of information technology (IT). Based on cross-cultural research, we suggest that cultural values influence technology acceptance and use. Specifically, we argue that masculinity/femininity and individualism/collectivism directly influence personal innovativeness with IT, computer anxiety, and computer self-efficacy, and have a mediated effect on perceived usefulness, perceived ease of use, and use of IT. Overall, analysis provides support for the research model. Our results suggest that masculinity/femininity influences computer selfefficacy, computer anxiety, and personal innovativeness with IT. We also offer implications for research and practice.

Will They Use What You Taught Them? Course-Embedded Assessment Of Accounting Students Information Technology Self-Efficacy

This paper provides a model of course-embedded assessment for use in an undergraduate Accounting Information Systems course, and reports the results obtained from implementation. The profession’s educational objectives are mapped to specific computer skills and assignments, to provide direct evidence of learning outcomes. Indirect evidence of learning is provided by data collected with computer self-efficacy instrumentation. The paper addresses an important issue for persons entering the profession, in that they may have learned to use specific computer applications, but may lack the confidence in their own ability to use these skills. This may impact their ability to gain employment, or to maintain employment in accounting. The data collected may be employed to assess how well an AIS course supports the mission of its school, by demonstrating the acquisition of IT skills and the necessary self-efficacy to use those skills.