https://www.hse.ru/data/816/479/1225/Oct%2019%20Cited%20%231%20Manage%20THE%20THEORY%20OF%20PLANNED%20BEHAVIOR.pdf

The theory of planned behavior

Perceived Usefulness, Perceived Ease of Use, and User

Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions of these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited hgih convergent, discriminant, and factorial validity. Perceived usefulness was significnatly correlated with both self-reported current usage r = .63, Study 1) and self-predicted future usage r = .85, Study 2). Perceived ease of use was also significantly correlated with current usage r = .45, Study 1) and future usage r = .59, Study 2). In both studies, usefulness had a signficnatly greater correaltion with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecdent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.

Perceived usefulness, perceived ease of use, and user acceptance of information technology

The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more dependable the experiential sources, the greater are the changes in perceived selfefficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. Possible directions for further research are discussed.

Self-efficacy: toward a unifying theory of behavioral change.

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatednesswhich when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. T he fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed and that individuals sometimes reject growth and responsibility. Regardless of social strata or cultural origin, examples of both children and adults who are apathetic, alienated, and irresponsible are abundant. Such non-optimal human functioning can be observed not only in our psychological clinics but also among the millions who, for hours a day, sit passively before their televisions, stare blankly from the back of their classrooms, or wait listlessly for the weekend as they go about their jobs. The persistent, proactive, and positive tendencies of human nature are clearly not invariantly apparent. The fact that human nature, phenotypically expressed, can be either active or passive, constructive or indolent, suggests more than mere dispositional differences and is a function of more than just biological endowments. It also bespeaks a wide range of reactions to social environments that is worthy of our most intense scientific investigation. Specifically, social contexts catalyze both within- and between-person differences in motivation and personal growth, resulting in people being more self-motivated, energized, and integrated in some situations, domains, and cultures than in others. Research on the conditions that foster versus undermine positive human potentials has both theoretical import and practical significance because it can contribute not only to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people's development, performance, and well-being. Research guided by self-determination theory (SDT) has had an ongoing concern with precisely these

/pdf/self-determination-theory-and-the-facilitation-of-intrinsic-1fyrp9az8e.pdf

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Comments on the crusade against the causal efficacy of human thought.

Regulative function of perceived self-efficacy

This experiment examined the role of two forms of visual guidance in facilitating the translation of cognitive representations into action. Subjects matched a modeled action pattern either concurrently with the model or after the modeled display. They then either did or did not visually monitor their actions during tests of production accuracy in the model's absence. Acquisition of the cognitive representation was assessed periodically. Concurrent matching of modeled actions or visual monitoring of productions both increased the level of observational learning. The more accurate the cognitive representation, the more skilled were subsequent reproductions of the modeled actions. After acquiring proficiency in converting cognition to action, subjects maintained their level of performance accuracy even though modeled and visual-monitoring guidance were withdrawn. These results are in accordance with the theory that cognitive representation mediates response production and that corrective adjustments through visual guidance aid in the translation of conception into action.

Translating cognition into action: the role of visual guidance in observational learning.

The present chapter addresses the applications of social cognitive theory to
some of the most urgent global problems. These macrosocial applications
are rooted in the agentic perspective of social cognitive theory (Bandura,
1986, 2001a). To be an agent, is to influence intentionally one’s own functioning and life circumstances. In this view, people are producers of their life circumstances, not just products of them. Social cognitive theory rejects the duality of personal agency and social structure. People create social systems
and their lives are, in turn, influenced by them. Human self-development, adaptation, and change thus involve a dynamic interplay between personal and
social structural influences within the larger societal context.

Going Global With Social Cognitive Theory: From Prospect to Paydirt

The present experiment tested the efficacy of participant modeling as a function of the amount of response induction aids employed. Adult phobics received participant modeling with either a low, a moderate, or a high number of aids. Marked changes in behavior and attitudes were rapidly induced when a wide array of performance aids was available, whereas progress was retarded and attainments were substantially lower given limited auxiliary options. Therapeutic efficacy, however, was not monotonically related to number of performance facilitators. Modeling with moderate induction aids generally yielded comparable results to the more highly aided treatment and, on some measures, produced greater generalization effects. Supplementary findings indicated that generalized changes are best achieved by using aided participant modeling to restore inhibited behavior followed by self-directed practice to extinguish residual fears and to reinforce personal mastery. In modifying avoidance behavior, therapists tend to direct their attention to emotional arousal. The widely applied desensitization approach is conducted on the principle of minimization of anxiety arousal (Wolpe, 1969). Treatment strategies are therefore keyed to this factor. Aversive stimuli are presented in graduated doses and promptly withdrawn whenever clients experience anxiety. Should perturbing emotional reactions be evoked, there are essentially two things the therapist can do: relax the client or reduce the threat value of the aversive scenes. More recently, avoidance behavior has been treated by flooding and implosion procedures, which rely upon maximization of anxiety arousal (Gath, 1973; Stampfl & Levis, 1967; Watson & Marks, 1971). In this approach, intense anxiety is elicited by prolonged exposure to the most threatening situations. The therapist's main efforts are aimed at inducing and sustaining anxiety at high levels without relief until the emotional reactions are extinguished. Coupled with the anxiety focus is a heavy reliance upon symbolic renditions of aversive

Albert Bandura

Papers

Comments on the crusade against the causal efficacy of human thought.

Regulative function of perceived self-efficacy

Translating cognition into action: the role of visual guidance in observational learning.

Going Global With Social Cognitive Theory: From Prospect to Paydirt

Efficacy of participant modeling as a function of response induction aids