Martocchio J J
Institute of Labor and Industrial Relations, University of Illinois, Champaign 61820-6297.
J Appl Psychol. 1994 Dec;79(6):819-25. doi: 10.1037/0021-9010.79.6.819.
A field experiment of 76 employees studied the effects of induced conceptions of ability as either an acquirable skill or fixed entity on computer anxiety, computer efficacy beliefs, and the acquisition of declarative knowledge, drawing from social cognitive theory. The setting was an introductory microcomputer training course. The findings indicate that trainees in the acquirable skill condition experienced a significant decrease in computer anxiety between the pre- and posttraining assessments; however, trainees in the entity condition did not experience a significant change in computer anxiety. Also, trainees in the acquirable skill condition experienced a significant increase in computer efficacy beliefs, and trainees in the entity condition experienced a significant decrease in computer efficacy between the pre- and posttraining assessments. Contrary to expectations, the effects of the training intervention on the acquisition of declarative knowledge were not mediated by computer anxiety and computer efficacy beliefs. The significant results are consistent with deductions made from social cognitive theory.
一项针对76名员工的实地实验，借鉴社会认知理论，研究了将能力概念诱导为可习得技能或固定实体对计算机焦虑、计算机效能信念以及陈述性知识获取的影响。实验场景为一门微型计算机入门培训课程。研究结果表明，处于可习得技能条件下的学员在培训前和培训后的评估之间，计算机焦虑显著降低；然而，处于实体条件下的学员计算机焦虑没有显著变化。此外，处于可习得技能条件下的学员计算机效能信念显著增强，而处于实体条件下的学员在培训前和培训后的评估之间计算机效能显著降低。与预期相反，培训干预对陈述性知识获取的影响并未通过计算机焦虑和计算机效能信念来介导。这些显著结果与从社会认知理论得出的推论一致。
