Technological self-efficacy (TSE) is "the belief in one's ability to successfully perform a technologically sophisticated new task". TSE does not highlight specific technological tasks; instead it is purposely vague. This is a specific application of the broader and more general construct of self-efficacy, which is defined as the belief in one's ability to engage in specific actions that result in desired outcomes. Self efficacy does not focus on the skills one has, but rather the judgments of what one can do with his or her skills. Traditionally, a distinguishing feature of self efficacy is its domain-specificity. In other words, judgments are limited to certain types of performances as compared to an overall evaluation of his or her potential. Typically, these constructs refer to specific types of technology; for example, computer self-efficacy, or internet self-efficacy and information technology self-efficacy. In order to organize this literature, technology specific self-efficacies (e.g., computer and internet) that technology specific self-efficacies can be considered sub-dimensions under the larger construct of technological self-efficacy.
Origins This construct was intended to describe general feelings toward the ability to adopt new technology and is therefore generalizable across a number of specific technologies. Furthermore, this construct can account for and be applied to technologies that have yet to be invented. Although these features have allowed TSE to remain relevant through the times, this definitional breadth has also created confusion and a proliferation of related constructs.
Importance 21st-century society is completely embedded within a technological context, which makes the understanding and evaluation of technological self efficacy critical. Indeed, nearly half of Americans own smartphones and this trend towards technology use is not limited to the United States; instead cell phone, computer, and internet use is becoming increasingly common around the world. Technology is particularly prevalent in the workplace and learning environments. At work, 62% of employed Americans use the internet and email, but workplace internet users either use the internet everyday (60%) or not at all (28%). Internet and email use is obviously influenced by work duties, but 96% of employed Americans use some sort of new communication technology on the job. Successful investment in technology is associated with enhanced productivity; however, full realization of technological potential commonly plagues organizations. In learning environments, college courses are more frequently being offered online. This is commonly referred to as distance education and implementation ranges from courses being supported by the web (teaching occurs predominantly through face-to-face instructor interactions with supplemental materials being offered on the web) to blended learning (significantly less face-to-face instructor interactions and more online instruction) to fully online (all instruction is conducted virtually with no face-to-face instructor interactions). A number of advantages are associated with distance learning such as increased flexibility and convenience, which allows individuals the opportunity to enroll in classes that would otherwise be off-limits due to geographical or personal reasons. Another commonly cited advantage is that instruction is self paced, which allows for personalized tailoring based on individual needs. However, these advantages are not likely to be realized if the individual is anxious about the method of instructional delivery and/or his or her expectation of success is low due to its technological component. Taken together, these two critical arenas discussed above (workplace and learning) reinforce the extent to which technology has impacted modern activities and consequently the importance of perceived beliefs in one's ability to master new technology. Success in everyday life often hinges on the utilization of technology and by definition, new technology will always be new. Therefore, this construct warrants review. Furthermore, studies have shown that technological self-efficacy is a crucial factor for teaching computer programming to school students, as students with higher levels of technological self-efficacy achieve higher learning outcomes. In this case, the effect of technical self-efficacy is even stronger than the effect of gender.
Differentiation from other forms of self-efficacy Since TSE stems from the same theory as general self-efficacy and other task-specific self-efficacy, the differentiation of this construct from these other forms of self-efficacy is crucial. Unfortunately, previous studies focusing in on TSE have not shown the uniqueness of TSE measures. Despite the dearth of differentiating research on TSE, the uniqueness of this construct can be shown by considering closely related and technology specific self-efficacies (i.e. computer self-efficacy), which has been established as a unique construct. When compared to general self-efficacy, computer self-efficacy has been shown to be unique based on two measures of general self-efficacy. In this same study, the authors showed computer self-efficacy was not related to many types of specific self-efficacy including art, persuasion, and science self-efficacy. One of the most related types of specific self-efficacy was mechanical. This makes sense given both types of specific self-efficacies are related to using tools albeit one being technology the other being more physical in nature. Computer self-efficacy has a domain has also been shown to be related, but distinct, to self-efficacy about computer programs.
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