Exploring middle-aged and older adults’ sources of Internet self-efficacy: A case study
Introduction
People have increasingly more chances to use the Internet for information searching and sharing to fulfill their job requirements nowadays, and research has shown that Internet self-efficacy is related to not only learning performance in Internet-based instruction, but also to preferences and strategies (Hill and Hannafin, 1997, Joo et al., 2000, Liang and Tsai, 2008, Tsai and Tsai, 2003). Researchers conducting studies related to Internet self-efficacy have defined it as the self-perceived confidence and expectation or the belief in one’s capabilities of performing various tasks on the Internet (Eastin and LaRose, 2000, Liang and Tsai, 2008, Tsai, 2012). The above-mentioned studies follow the fundamental definition of self-efficacy, which refers to an individual’s judgments of his/her capabilities to perform specified tasks successfully at the intended level (Bandura, 1977).
Research in practice has found that Internet self-efficacy is positively related to performance in web-based instruction and usage intention in older adults’ learning of ICT (e.g., Joo et al., 2000, Lam and Lee, 2007). Furthermore, the influence of Internet self-efficacy on other factors in related fields of study has been pointed out. For instance, Internet self-efficacy is found to be one of many factors that enhance or inhibit students’ motivation or attitude for web-based continuing learning (Liang and Wu, 2010, Liang et al., 2011). Moreover, Hill and Hannafin (1997) have shown that perceived self-efficacy in terms of using computer technologies in general and to search for information using electronic information systems in particular influences the strategies utilized in web-based learning. Further, research has found that Internet self-efficacy could foster better information searching strategies and learning outcomes in Internet-based environments (Tsai & Tsai, 2003) and identified it as a strong and positive effects on computer competence from an IT student perspective (Shih, 2006). Though past research has identified the important role of Internet self-efficacy and investigated its impact, relatively few studies have been conducted empirically from the theoretical perspectives of the initially proposed concept of self-efficacy specifically related to Internet usage (Tsai, Chuang, Liang, & Tsai, 2011).
The present study therefore aims at answering the following questions: What are the sources of Internet self-efficacy from middle-aged and older adults’ perspectives based upon the theoretical framework of the sources of self-efficacy hypothesized by Bandura, 1986, Bandura, 1997? What are the primary sources of Internet self-efficacy for middle-aged and older adults? This paper is organized as follow. The next section summarizes the state of knowledge about sources of Internet self-efficacy for middle-aged and older adults. The subsequent section discusses the methodology and data analysis. Assertions are shaped and presented in results and discussion next followed by two sections that discusses conclusions and implications consecutively for research and practice.
Section snippets
Literature review
According to Bandura, 1986, Bandura, 1997 assertion, mastery experience is the primary source of self-efficacy beliefs. Research has been studied on sources of self-efficacy from successful adults that are mathematics- and science- related and found inconsistent findings regarding participants’ primary source(s) of self-efficacy (e.g., Zeldin et al., 2008, Zeldin and Pajares, 2000). For example, Zeldin and Pajares (2000) found that the women used vicarious experience and social persuasion as
Participants and context of the study
A total of 24 middle-aged and older adults consisting of 3 males and 21 females with an average age of 58 volunteered to participate in this study. The age group cut-off line was set for middle-aged adults, aged from 45 to 64, while older adults were the participants aged 65 and over (McAuley, Bane, & Mihalko, 1995). The age of the participants in this study ranged from 45 to 69 years old. These middle-aged and older adults’ educational backgrounds ranged from elementary school to college.
Results and discussion
For these interviewees, the sources of Internet self-efficacy based on their answers demonstrated many common features of middle-aged and older adults in general. Assertions were shaped based on the qualitative features of the sources of Internet self-efficacy among the whole and the tendencies of each of the sources as in the following discussion. The categories analyzed and organized based on Bandura, 1986, Bandura, 1977 theoretical construct from the interviewees’ responses appeared to be
Conclusions
This study is intended to specify the sources of Internet self-efficacy and to test its theory-based construct. The assertions summarized and synthesized from the excerpts of the interviews with the middle-aged and older adults in this study support and refine the theoretical sources of Bandura, 1986, Bandura, 1997 to a certain extent. Bandura hypothesized the construct of self-efficacy beliefs consisting of four sources, and the construct explored in this study demonstrates similar sources.
Implications
Our study contributes to the growing body of self-efficacy work and extends it by specifying the sources of Internet self-efficacy for adults. Practically, middle-aged and older adults can benefit from training interventions that are designed to enhance their Internet self-efficacy. These interventions should focus on enabling middle-aged and older adults to progress in the time and manner best suited to them and allow them to judge themselves by their own standards or accomplishments. With
Acknowledgement
Funding of this research work was supported by the National Science Council, Taiwan, under Grant Numbers NSC 99-2511-S-011-008-MY3, NSC 99-2511-S-011-005-MY3 and NSC 101-2628-S-011-001-MY3.
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