Testing the Interaction Effects of Task Complexity in Computer Training Using the Social Cognitive Model
基于修正的社会认知理论，通过实验室实验发现，当任务复杂性高时，行为建模培训优于讲座式培训，且计算机自我效能对绩效的正向影响更强。
Abstract Using a Modified Social Cognitive Theory framework, this study examines the behavior modeling and lecture‐based training approaches to computer training. It extends the existing Social Cognitive Model for computer training by adding the task complexity construct to training method, prior performance, computer self‐efficacy, outcome expectations, and performance. A sample of 249 students from a large state university served as participants in a laboratory experiment that was conducted to determine the task complexity*training method and task complexity* self‐efficacy interaction effects on performance. Structural equation modeling with interaction effects was used to analyze the data. The results show that behavior modeling outperforms lecture‐based training in a measure of final performance when task complexity is high. Further, it is found that computer self‐efficacy has a greater positive effect on performance when task complexity is high than when task complexity is low. Prior performance is also found to be an important variable in the model.