Diffusion of social cognitive theory in information systems research: A bibliometric study

Recently, Social Cognitive theory (SCT) has been widely adapted across various disciplines in business and management as well as Information Systems (IS) research. In IS, the use of SCT remains in its early stages. Few bibliometric analyses have been published on mapping theories across previous literature. However, to date factors related to literature review mapping in relation to SCT in IS have not been much examined. This paper aims to investigate the expliotiation of SCT in IS research based on bibliometric analysis. In this study a biblimetric analysis is conducted on previous literature reviews/abstracts based on Association of Business Schools (ABS) journal rankings from Information Management field perspective. 62 articles in Information Management field have utilised SCT were published in 17 (out of 53 journals) between 1995 and 2010. The study findings has identified that the organisation/firm and actors as a unit of analysis, positivist paradigm, empirical and quantitative research as well as survey method were used significantly in combination with SCT in IS studies. This bibliometric study will provide the needed platform for a better understanding of high quality research activities. Consequently, this can be used as an indicator to measure research quality and the impact of future direction and exploitation of SCT in IS research

A Meta-Analytic Review of More than a Decade of Research on General Computer Self-Efficacy: Research in Progress

In their seminal work, Compeau and Higgins (1995) provided the IS research community with a measure of computer selfefficacy (CSE) based on Bandura’s (1986) Social Cognitive Theory. The use of this CSE measure has since flourished within various academic literatures. Recent research interest (Marakas, Johnson, & Clay, 2007; Thatcher, Zimmer, Gundlach et al., 2008), however, challenges the continued application and analysis of Compeau and Higgins’ (1995) measure despite its widespread adoption. This paper presents the results of a meta-analysis of general CSE provided through the foundation of technology adoption research. The results should create future dialogue regarding general CSE and its application. We show evidence of moderate associations (r = |0.32| to |0.59|) of general CSE with several technology adoption research constructs. Guidance is offered for future moderator analyses, which may likely provide empirical evidence for either the support or refutation of current research claims in regard to general CSE

Effect of Software Feature Training on Beliefs, Use, and Performance: Using the Benford’s Law Feature of Generalized Audit Software

This experimental research investigated the effect of software training at the feature level, an area infrequently studied in technology training research. We have adopted the beliefs, use, and performance constructs from adoption and training research, and tested them with the Benford’s Law feature, an advanced software feature of Generalized Audit Software (GAS). Through the analysis of 56 audit professionals, we found that software feature training increased the belief of using software features and the use of those software features. However, software feature training did not have an immediate effect on performance. Rather, auditors spent more time practicing the Benford’s Law feature beyond the supplied training material and applying the Benford’s Law feature to other audit tasks

Toward an Integrative Understanding of Information Technology Training Research across Information Systems and Human-Computer Interaction: A Comprehensive Review

Researchers investigating issues in the domain of training and human-computer interaction share a common interest in ensuring that users are skilled in the use of Information Technologies (IT). When users have the necessary skills, they can utilize IT productively and also have a pleasant human-to-computer interaction. Over the past three decades, Information System (IS) researchers have made considerable efforts in identifying the most effective ways to develop users’ IT skills. However, at this point in time, there are many changes taking place in the IT environment and organizations find it challenging to keep their employees trained and updated on IT skills. Hence, it is important for the IS community to respond by taking the lead in identifying and conducting research that can help organizations effectively address these challenges. We take the first step in conducting a comprehensive review of training research published in major IS and HCI journals over the past three decades so as to synthesize IT training research, provide an integrative understanding of findings, and propose directions for future research. Our study indicates that while IS research on training has made steady progress in advancing our understanding of alternative IT training methods and cognitive learning processes, it also has several shortcomings. Past research has: a) focused primarily on the training program without sufficient attention to activities prior to and after the program, b) used a small set of theoretical foundations, and c) focused on a few topics and on single-user systems rather than integrated enterprise systems. Critical issues such as improving user motivations prior to training, transfer of training skills to the workplace, assessment of training, and supporting user learning that occurs after training have not been given adequate attention. We identify several research opportunities by tapping into relatively unexplored theories and urge researchers to continue research to address the gaps identified in this comprehensive review as well as to develop innovative methods to help employees learn through newer channels, such as e-learning and social media

Adoption of technological innovations in the m-commerce industry

The banking industry has globalised as a result of the many technology innovations created by the internet. The electronic commerce (e-commerce) industry is a result of these technological innovations that have revolutionised the way both consumers and businesses conduct business. In the past decade, banks have encouraged the use of e-commerce and most people are now comfortable conducting their banking online. More recently, mobile commerce (m-commerce) has started to gain momentum and an increasing amount of people are conducting their banking on mobile phone devices instead of through the internet. Mobile banking is a technological innovation that people adopt in different ways depending on internal and external environmental influences. In this paper, a social cognitive theoretical framework is adopted to understand an individual&rsquo;s intention to adopt mobile banking. A conceptual model is proposed, which helps to explain how environmental influences affect an individual&rsquo;s intention to adopt mobile banking. Implications for mobile banking and m-commerce industry are stated along with suggestions for future research on technological innovations.<br /

Reducing Computer Anxiety in Self-Paced Technology Training

Industry reports continue to highlight the importance and growth of e-learning. However, researcher, trainers and trainees all agree that e-learning is different in terms of the level of personalization and anxiety that it brings, and its impact on outcomes. This paper presents a research model to reframe the dominant theory in technology training, i.e. Socio-Cognitive theory and its impact on learning, including the impact of perceived anxiety and team-based learning. Results from an empirical study are presented. Results show that teams based e-learning can reduce perceived anxiety and thus, improve training outcomes. Theoretical and practical implications are also presented

Introspection within the IS discipline - Social Cognitive Theory as a Reference Theory for Future Research

A multitude of theoretical models and constructs has been used to investigate individual behavior. We have now reached a point where the IS discipline requires cohesive guidance to make sense of such a large number of theoretical considerations but also to assist future research in identifying theories that have the potential to shed some new light to understand individual behaviour. The aim of this paper is to use Social Cognitive Theory to organize the theoretical models and constructs used in IS and to provide a clear depiction of the state of our knowledge. First, a thorough review of the IS literature which used Social Cognitive Theory yielded 62 papers. Second, the major behavioral theoretical models used in IS research were also reviewed. This vast literature is mapped into the SCT framework, thus highlighting the main successes but also pitfalls of past research. Future research directions are then identified and discussed

The Integrated Self-Determination and Self-Efficacy Theories of ICT Training and Use: The Case of the Socio-Economically Disadvantaged

Basic ICT and Internet skills are becoming necessary for individuals to have meaningful engagement across various life domains. However, mastering basic ICT skills is not a trivial task especially for those socio-economically disadvantaged. This research develops an integrated self-determination and self- efficacy theories to examine the influence of self-determined motivation on ICT training outcomes and subsequent ICT acceptance with an emphasis on Internet skill development and usage. The context of the study is the Thai community technology centers supported by the Microsoft Unlimited Potential grants. The results suggest that individuals who have higher self-determined motivation to participate in ICT training programs are more likely to develop Internet computer self-efficacy, positive training satisfaction, and strong usage intention. In other words, attitudes towards ICT acceptance are shaped even before individuals enter training programs. Implications for research and practice are discussed

Social cognitive theory in technological innovation

Purpose &ndash; The aim of this paper is to understand the behavior that Australian youths have towards wireless application protocol (WAP) banking.Design/methodology/approach &ndash; This paper is based on a quantitative study of the youth market in Australia. Social cognitive theory is utilized to support a conceptual model that is empirically tested.Findings &ndash; The major finding from the research is that the conceptual model is partially supported which indicates the immaturity of WAP technology.Originality/value &ndash; Social cognitive theory provides a useful explanation for youth&rsquo;s intentions to use WAP technology in the banking industry. The youth market is an early adopter of technology that presents a good indicator of future market potential.<br /

Factors Affect Students’ Satisfaction In Blended Learning Courses In A Private University In Vietnam

Blended learning, a combination of online and offline learning, is believed to enhance students’ self-learning, and help increase their learning performances. To successfully operate a blended learning system, increasing the learners’ satisfaction seems to be an important task. Moreover, there should be a duty to understand the self-efficacy of a student to encourage them to participate in this course (Chen & Yao, 2016). As a result, knowing the internal or external factors that influence student satisfaction in blended learning is critical for the effective design of blended learning courses in the future (Graham, Henrie, & Gibbons, 2013). In this study, a 76-item survey questionnaire with a five-level Likert scale was administered to 2403 students, in which 453 returned but just 345 responses were qualified for data analysis. The questionnaire was adapted from the previous studies by Reid (1984), Wu, Hsia, Liao, & Tennyson (2008), Ali (2011), Azawei (2017). The results divulged that a) social environment and cognitive factors had significantly positive correlations with students’ satisfaction in a BL course, in which social factors have a higher relation, b) learning climate and perceived usefulness are the two factors having the most significant impact on student satisfaction, while c) students’ learning styles have the lowest correlation, but positive to the other variables. The pedagogical implications and limitations of study are also discussed