The Role of Achievement Goal Orientation in the development of Self Efficacy during Computer Training

Computer self-efficacy (CSE) is a key factor that is related to performance in computer training. A study was conducted to understand the effects of achievement goal orientation on computer self efficacy development with 166 trainees using a database application. Results show that trainees with different achievement motivation dispositions have affects on CSE development through different paths. Individuals with high mastery approach and performance approach dispositions have positive effects on pre training CSE. Mastery avoidance disposition increases Computer Anxiety (CA), this is not seen with performance avoidance. Performance approach affects CSE development by increasing effort. The study provides initial evidence for the need for targeted interventions on CSE and CA, based on trainees’ goal orientation as a personality trait

Innovation attributes and managers' decisions about the adoption of innovations in organizations: A meta-analytical review

The adop­tion of in­no­va­tions has emerged as a dom­i­nant re­search topic in the man­age­ment of in­no­va­tion in or­ga­ni­za­tions, al­though in­ves­ti­ga­tions of­ten yield mixed re­sults. To help man­agers and re­searchers im­prove their ef­fec­tive­ness, the au­thors em­ployed a meta-analy­sis in­te­grated with struc­tural equa­tion mod­el­ing to an­a­lyze the as­so­ci­a­tions be­tween the at­trib­utes of in­no­va­tions, man­agers' be­hav­ioral pref­er­ences, and or­ga­ni­za­tions' in­no­va­tion adop­tion de­ci­sions in a me­di­ated-mod­er­ated frame­work. Our find­ings of­fer ev­i­dence that at­trib­utes of in­no­va­tions in­flu­ence man­agers' be­hav­ioral pref­er­ences and, con­se­quently, adop­tion de­ci­sions in or­ga­ni­za­tions. We also ob­serve the sig­nif­i­cance of the con­text in which the adop­tion de­ci­sion oc­curs as well as the re­search set­tings em­ployed by schol­ars. Fi­nally, we dis­cuss the the­o­ret­i­cal con­tri­bu­tion and prac­ti­cal im­pli­ca­tions of our meta-an­a­lyt­i­cal re­sults

The role of achievement goal orientation in the development of self efficacy during computer training

Computer self-efficacy (CSE) is a key factor that is related to performance in computer training. A study was conducted to understand the effects of achievement goal orientation on computer self efficacy development with 166 trainees using a database application. Results show that trainees with different achievement motivation dispositions have affects on CSE development through different paths. Individuals with high mastery approach and performance approach dispositions have positive effects on pre training CSE. Mastery avoidance disposition increases Computer Anxiety (CA), this is not seen with performance avoidance. Performance approach affects CSE development by increasing effort. The study provides initial evidence for the need for targeted interventions on CSE and CA, based on trainees’ goal orientation as a personality trait

Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

The structure of optimism : "Controllability affects the extent to which efficacy beliefs shape outcome expectancies"

In this article we theoretically develop and empirically test an integrative conceptual framework linking dispositional optimism as general outcome expectancy to general efficacy beliefs about internal (self) and external (instrumental social support and chance) factors as well as to general control beliefs (locus-of-control). Bandura (1997, Self-efficacy. The exercise of control (p. 23). New York: Freeman), quoted in title, suggests – at a context-specific level – that controllability moderates the impact of self-efficacy on outcome expectancies and we hypothesize that – at a general level – this also applies to dispositional optimism. We further hypothesize that locus of control moderates the impact of external-efficacy beliefs, but in the opposite direction as self-efficacy. Our survey data of 224 university students provides support for the moderation of self-efficacy and chance-efficacy. Our new conceptualization contributes to clarifying relationships between self- and external-efficacy beliefs, control beliefs, and optimism; and helps to explain why equally optimistic individuals cope very differently with adverse situations

Entrepreneurial intentions: The influence of organizational and individual factors

An individual's intent to pursue an entrepreneurial career can result from the work environment and from personal factors. Drawing on the entrepreneurial intentions and the person–environment (P–E) fit literatures, and applying a multilevel perspective, we examine why individuals intend to leave their jobs to start business ventures. Findings, using a sample of 4192 IT professionals in Singapore, suggest that work environments with an unfavorable innovation climate and/or lack of technical excellence incentives influence entrepreneurial intentions, through low job satisfaction. Moderating effects suggest that an individual's innovation orientation strengthens the work-environment to job-satisfaction relationship; selfefficacy strengthens the job-satisfaction to entrepreneurial intentions relationship.Entrepreneurial intentions Job satisfaction Self-efficacy

Mediators of the relationship between self-control and pathological technology use: Negative affect and cognitive failures, but not self-efficacy

The widespread adoption of technologies such as smartphones, the Internet, and social media has been associated with the emergence of pathological technology use (e.g., Internet addiction). Prevalence rates of pathological technology use vary widely across age groups, cultures, and medium, although it is not uncommon for rates of mild to moderate pathological use to exceed 20%-30%. These relatively high prevalence rates have motivated researchers to identify the predictors of pathological use. The current study focuses on the relationship be- tween self-control and pathological technology use, and demonstrates that negative affect and cognitive failures, but not self-efficacy, partially mediate the association between self-control and pathological technology use. These findings re- veal some of the pathways by which poor self-control could lead to elevated levels of pathological technology use

Computer self-efficacy, anxiety, and learning in online versus face to face medium

The purpose of this research is to examine the relationships between changes to computer self-efficacy (CSE) and computer anxiety and the impact on performance on computer-related tasks in both online and face-to-face mediums. While many studies have looked at these factors individu-ally, relatively few have included multiple measures of these factors concurrently and assessed the effects over a period of time in a realistic environment. Transactional Distance Theory and previous research are used to develop a theoretical model integrating these factors. Transactional distance can be viewed as an outcome of the culture within an educational environment. As such the three transactional distance variables -structure, dialogue, and learner autonomy -may be measured by certain aspects of that culture. Describing the two mediums in terms of transactional distance allowed us to explore the interrelationships between the changes in CSE, Anxiety, and Performance in face-to-face and online classes. Data are drawn from students in a junior level Management Information Systems (MIS) class at a medium-size public University in the Southeast U.S.A. Classes in both mediums completed a real life computer-based project in which previously validated instruments are used to longitudi-nally measure perceptions of computer self-efficacy (CSE), computer anxiety, and transactional distance. Partial Least Squares (PLS), a structural equation modeling technique, is used to com-pare the results of these factors on performance in both the face-to-face and online mediums. The results show transactional distance was indeed acting as an anxiety-reducing mechanism. A comparison of differences between mediums suggests that the various aspects of transactional distance influence each differently. The findings highlight the importance of structure and inno-vation in the online medium while aspects of dialog were shown to be important in the face-to-face medium. In effect, the interactive or emotive characteristics of transactional distance were more important in the face-to-face medium, while the structure and individual autonomy aspects were more influential in the online medium. Thus, one implication for face-to-face instructors is the need to continually maintain free-flowing dialog with the students to enhance learning. On the other hand, logical organization is very important in an online medium. Finally, the significance of the innovation component illustrates the importance of using new techniques and technologies to improve the interac-tion aspect of online education. Under-standing these differences and imple-menting measures to accommodate these differences could increase teach-ing effectiveness and ultimately result in improvements in performance on com-puter-related tasks

A Theory of Gamification Principles Through Goal-Setting Theory

Goal-setting theory has been used for decades to explain how to motivate people to perform better in work-related tasks, but more recently gamification has also gained attention as an alternative method to increase engagement and performance in many contexts. However, despite goals and feedback being common elements of gameful implementations, there is a lack of literature explaining how gamification works through the lens of goal-setting theory or suggesting how goal-setting concepts and recommendations can be employed to improve gameful systems. Therefore, we present a literature review and a conceptual framework that establishes a relationship between goal-setting and gamification concepts. Next, we describe how this framework can help explain gamification principles and suggest potential improvements to current gameful design methods. Finally, we propose directions for future empirical research aimed to apply this conceptual framework in practice

Testing an Extension of the Job Demands-Resources Model :The Addition of Personal Resources as Mediators to the Resources - Engagement Relationship

I review the construct of work engagement and discuss the Job demands-Resources (JD-R) model, a theory to describe the causes of engagement. The study investigates the inclusion of personal resources in the JD-R model. This research tests the hypothesis that personal resources (self-efficacy, optimism, and self-esteem) will mediate the relationship between organizational resources (method control and social support) and engagement. The hypotheses were tested in a longitudinal design with a sample of nurses from the Northwestern United States (N = 428). Method control significantly predicted self-esteem, and coworker support significantly predicted selfefficacy. Further, supervisor support and self-efficacy predicted dedication, and self-efficacy predicted vigor. This study contributed to the literature by providing an extensive theoretical explanation of the resource-engagement processes, testing the mechanisms with a longitudinal design, and providing possible directions for an environmental intervention to enhance personal strengths