The Role of Social Influence and Prior Experience on Citizens' Intention to Continuing to Use E-Government Systems

2015 ◽  
pp. 229-250 ◽  
Author(s):  
Mubarak Alruwaie
Keyword(s):  
Social Influence ◽  
Conceptual Framework ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Prior Experience ◽  
Outcome Expectation ◽  
Personal Factors ◽  
Service Usage ◽  
Use Of The Internet

The increasing use of the Internet over recent years has forced governments and individuals to utilise Information & Communication Technology (ICT) in the form of electronic government (e-government). However, the success of e-government delivery is dependent on usage generally but also on growing concerns about perceived social influence and prior experience of e-government service usage; this is in order to ensure better utilisation of ICT investments by retaining current users. Few studies have investigated the influences of perceived social influence and prior experience on personal factors, such as self-efficacy, personal outcome expectation and satisfaction, towards intention to the continual use of e-government systems. To fill this gap, the present research develops a conceptual framework by associating it with citizens' prior experience. A conceptual framework of six constructs is developed by integrating Social Cognitive Theory (SCT) and Expectation Confirmation Theory (ECT). Theoretically, the present study extends the roles of pre-adoption and post-adoption by offering a self-regulating process through self-efficacy as a physical ability. Further, the study reveals the importance of social influence and prior experience as well as personal outcome expectation and satisfaction as cognitive factors that represent personal goal assessments.

The Role of Social Influence and Prior Experience on Citizens' Intention to Continuing to Use E-Government Systems

2014 ◽  
Vol 10 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Mubarak Alruwaie
Keyword(s):  
Social Influence ◽  
Conceptual Framework ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Prior Experience ◽  
Electronic Government ◽  
Outcome Expectation ◽  
Personal Factors ◽  
Service Usage

The increasing use of the Internet over recent years has forced governments and individuals to utilise Information & Communication Technology (ICT) in the form of electronic government (e-government). However, the success of e-government delivery is dependent on usage generally but also on growing concerns about perceived social influence and prior experience of e-government service usage; this is in order to ensure better utilisation of ICT investments by retaining current users. Few studies have investigated the influences of perceived social influence and prior experience on personal factors, such as self-efficacy, personal outcome expectation and satisfaction, towards intention to the continual use of e-government systems. To fill this gap, the present research develops a conceptual framework by associating it with citizens' prior experience. A conceptual framework of six constructs is developed by integrating Social Cognitive Theory (SCT) and Expectation Confirmation Theory (ECT). Theoretically, the present study extends the roles of pre-adoption and post-adoption by offering a self-regulating process through self-efficacy as a physical ability. Further, the study reveals the importance of social influence and prior experience as well as personal outcome expectation and satisfaction as cognitive factors that represent personal goal assessments.

scholarly journals Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

2015 ◽  
Vol 4 (3) ◽  
pp. 199 ◽  
Author(s):  
Phyrom Eam
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Research Interest ◽  
Outcome Expectation ◽  
Research Activities ◽  
Research Outcome ◽  
Terminal Degree ◽  
Interest In Research

<p>Social-Cognitive Theory has been used in a number of previous studies centered on research interest. A key angle of this theory seeks to test if faculty who believe they have ability and skills to accomplish research tasks effectively (i.e. having high research self-efficacy) and those who anticipate meaningful outputs from engaging in those research activities (i.e. having high research outcome expectation) are more likely to hold persistent interest in research works. Based on this theoretical framework and with the purpose to bring the current research practices in a developing context of higher education into discussion, this study set out to examine to what extent research self-efficacy and research outcome expectation predict research interest of Cambodian faculty. Participants in the study were 453 faculty members from ten major universities in the country. The main analyses were conducted using Hierarchical Multiple Linear Regression. The study detected that three blocks of independent variables (i.e. controlled personal and professional background variables, research self-efficacy, and research outcome expectation) explained about 37% of variances in research interest, with research self-efficacy accounting for the highest percentage of the total explained variances. Yet, the interaction effect of the research self-efficacy and research outcome expectation on research interest was not statistically significant. With terminal degree countries and disciplines as moderators, further moderation analyses indicated that the effect of research self-efficacy and research outcome expectation on research interest did not vary across disciplines and across places where participants obtained their terminal degree. Through these empirical analyses, this article offered some constructive thoughts on the current practices and policies of research culture building in the studied context. </p>

Social Cognitive Theory

Management ◽  
2019 ◽  
Author(s):  
Alexander Stajkovic ◽  
Kayla Sergent
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Life ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Belief System ◽  
Cognitive Appraisals ◽  
Self Awareness ◽  
Personal Factors

In conceptualizations presented in social cognitive theory (SCT), humans are not passive objects shaped and shepherded by contingent consequences of an environment. People are agentic; they proactively make their way through the intricacies and dualities of life. To attain desired outcomes, people make judgments about the interplay among environment, personal factors, and consequences of their behavior. SCT conceptualizes these cognitive appraisals in terms of triadic, reciprocal, and asymmetric influences among the environment, person, and behavior. The belief system formed by the model’s cognitive dynamics is shaped by one’s current working conception of the world. This belief system guides behavior adaptively toward desirable pursuits and away from undesirable consequences. As people set goals, devise accordant courses of action, and anticipate outcomes, they act on this thread of beliefs. People operate on the environment, they monitor and analyze their actions, reflect on the consequences, and react to course-correct. These behaviors rely on self-awareness, self-reflection, and adaptive self-regulation. To explain and predict the fluent vagaries of social life, nuanced conceptions of interactive factors are conferred by SCT in the triadic model. A transformative contributor to adaptive self-regulation in SCT is perceived self-efficacy. Self-efficacy is a malleable belief formed by personal appraisal of how well a person can execute courses of action required to deal successfully with a given prospect. Self-efficacy does not signify people believe they can walk on water; it simply implies they believe they can enact the potential they already have. Even when people have acquired the knowledge and ability to succeed, cherished outcomes are forsaken if they harbor doubt in their capacity to self-regulate.

Understanding the use of YouTube as a learning resource: a social cognitive perspective

2020 ◽  
Vol 72 (3) ◽  
pp. 339-359
Author(s):  
Quan Zhou ◽  
Chei Sian Lee ◽  
Sei-Ching Joanna Sin ◽  
Sijie Lin ◽  
Huijie Hu ◽  
...  
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Prior Experience ◽  
Outcome Expectations ◽  
Learning Outcome ◽  
Personal Factors ◽  
Behavioral Factors ◽  
Learning Resource ◽  
Content Type

PurposeDrawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.Design/methodology/approachThis study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.FindingsThe results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.Practical implicationsThe factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.Originality/valueThis study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.

scholarly journals Application of Social Cognitive Theory On Factors Affecting Completeness of Child Immunization: Evidence from Pacitan, East Java

2020 ◽  
Author(s):  
Puspita Mayangsari Prabowo ◽  
◽  
Setyo Sri Rahardjo ◽  
Eti Poncorini Pamungkasari ◽  
◽  
...  
Keyword(s):  
Social Capital ◽  
Social Cognitive Theory ◽  
Family Support ◽  
Self Efficacy ◽  
Health Personnel ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectation ◽  
Vicarious Learning ◽  
Immunization Status

ABSTRACT Background: Every infant is required to receive complete basic immunization before the age of one year. According to UNICEF, around 19.4 million infants do not receive complete basic immunization. The purpose of this study was to examine factors affecting completeness of child immunization using Social Cognitive Theory. Subjects and Method: A cross sectional study was carried out at 25 integrated health posts (posyandu) in Pacitan, East Java, Indonesia. A sample of 200 infants aged 12-23 months was selected by simple random sampling. The dependent variable was basic immunization completeness. The independent variables were intention, knowledge, self-efficacy, outcome expectation, vicarious learning, family support, health personnel support, and social capital. The data were analyzed by a multiple logistic regression rin on Stata 13. Results: Complete immunization status increased with high knowledge (OR= 13.39; 95% CI= 2.12 to 84.39; p= 0.006), strong self-efficacy (OR= 6.05; 95% CI= 1.29 to 28.35; p= 0.022), positive outcome expectation (OR= 15.20; 95% CI= 2.75 to 83.89; p= 0.002), vicarious learning (OR= 4.30; 95% CI= 0.81 to 22.67; p= 0.085), strong family support (OR= 6.36; 95% CI= 1.30 to 31.11; p= 0.022), strong health personnel support (OR= 20.38; 95% CI= 3.16 to 131.36; p= 0.002), strong intention (OR= 43.52; 95% CI= 4.20 to 450.515; p= 0.002), and strong social capital (OR= 4.41; 95% CI=0.98 to 19.85; p= 0.053). Conclusion: Complete immunization status increases with high knowledge, strong self-efficacy, positive outcome expectation, vicarious learning, strong family support, strong health personnel support, strong intention, and strong social capital. Keywords: complete immunization status, social capital, Social Cognitive Theory Correspondence: Puspita Mayangsari Prabowo. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: [email protected]. Mobile: +6287859294881. DOI: https://doi.org/10.26911/the7thicph.03.118

scholarly journals AKSEPTANSI TEKNOLOGI INFORMASI KOMUNIKASI: PENDEKATAN SOCIAL COGNITIVE THEORY

1970 ◽  
Vol 14 (1) ◽  
Author(s):  
Irwan Susanto
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectation

Social Cognitive Theory banyak dikenal sebagai teori pembelajaran, teori sikap dan perilaku. Artikel merupakan essay tentang social cognitive theory yang digunakan untuk mengamati perilaku penggunaan (akseptansi) TIK oleh pengguna (user). Beberapa penelitian melakukan pendekatan triadic reciprocal, ada yang menggunakan pendekatan skema akseptansi TIK. Makalah ini mengidentifikasikan bagaimana pendekatan Social Cognitive Theory digunakan untuk menjelaskan hubungan perilaku, sikap, motivasi dan lingkungan dalam pengambilan keputusan penggunaan TIK. Hasil indentifikasi menunjukkan bahwa terdapat dua faktor utama yang berperan dalam memahami hubungan pengaruh tersebut, yaitu self efficacy dan outcome expectation. Pemahaman kedua faktor utama tersebut perlu dibarengi dengan pemahaman perilaku TIK yang diadop. Kata kunci : social cognitive theory, akseptansi, triadic, efficacy,TIK

scholarly journals Social cognitive determinants of exercise behavior in the context of behavior modeling: a mixed method approach

2018 ◽  
Vol 4 ◽  
pp. 205520761881155 ◽  
Author(s):  
Kiemute Oyibo ◽  
Ifeoma Adaji ◽  
Julita Vassileva
Keyword(s):  
Social Support ◽  
Direct Effect ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Perceived Social Support ◽  
Exercise Behavior ◽  
Behavior Modeling ◽  
Outcome Expectation ◽  
Persuasive Technologies

Research has shown that persuasive technologies aimed at behavior change will be more effective if behavioral determinants are targeted. However, research on the determinants of bodyweight exercise performance in the context of behavior modeling in fitness apps is scarce. To bridge this gap, we conducted an empirical study among 659 participants resident in North America using social cognitive theory as a framework to uncover the determinants of the performance of bodyweight exercise behavior. To contextualize our study, we modeled, in a hypothetical context, two popular bodyweight exercise behaviors – push ups and squats – featured in most fitness apps on the market using a virtual coach (aka behavior model). Our social cognitive model shows that users’ perceived self-efficacy (βT = 0.23, p < 0.001) and perceived social support (βT = 0.23, p < 0.001) are the strongest determinants of bodyweight exercise behavior, followed by outcome expectation (βT = 0.11, p < 0.05). However, users’ perceived self-regulation (βT = –0.07, p = n.s.) turns out to be a non-determinant of bodyweight exercise behavior. Comparatively, our model shows that perceived self-efficacy has a stronger direct effect on exercise behavior for men (β = 0.31, p < 0.001) than for women (β = 0.10, p = n.s.). In contrast, perceived social support has a stronger direct effect on exercise behavior for women (β = 0.15, p < 0.05) than for men (β = −0.01, p = n.s.). Based on these findings and qualitative analysis of participants’ comments, we provide a set of guidelines for the design of persuasive technologies for promoting regular exercise behavior.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Enhancing Self-Efficacy During Community Service: Factors Influencing AmeriCorps’ Members’ Change in Self-Efficacy

2021 ◽  
pp. 089976402199165
Author(s):  
Yinglin Ma ◽  
Mary Tschirhart
Keyword(s):  
Community Service ◽  
Self Efficacy ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Random Effects Model ◽  
Panel Survey ◽  
Positive Role ◽  
Context Specific ◽  
Service Factors

Our study uses a social cognitive theory lens to examine the development of AmeriCorps’ members’ context-specific self-efficacy (self-efficacy to perform community service). The analysis uses panel survey data from 189 Ohio State AmeriCorps members collected at the beginning and end of their service terms in 2017–2018 or 2018–2019. Using a random-effects model, the results indicate that generally self-efficacy increased from beginning to end of the service term. Perceptions of having performance accomplishments, having positive role models, and receiving useful feedback significantly increased self-efficacy to perform community service, while experiencing service stress diminished self-efficacy development.

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