2018
DOI: 10.1002/piq.21265
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Effects of Organizational Climates on the Self-Efficacy of Practitioners in Continuing Higher Education in Korea

Abstract: Applying a theoretical framework of self‐efficacy (Bandura, 1977), we tested a theoretical model that certain practitioner and organizational characteristics (e.g., age, education, training and task experiences, and organizational climate) facilitate general self‐efficacy (GSE) and task‐specific self‐efficacy (TSSE). Our sample included continuing higher education practitioners in Korea (N = 244). We found a significant and positive correlation between autonomy and support as well as between GSE and TSSE. The … Show more

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Cited by 4 publications
(2 citation statements)
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References 53 publications
(100 reference statements)
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“…Ever since its inception, the role of self-efficacy has been explored in different research domains [ 46 ], including technology adoption and acceptance [ 47 , 48 ]. In this study, self-efficacy is defined as an “individual's personal belief about his or her ability to initiate, persist in, and be successful in behaviour” (p.141) [ 49 ]. Principally, if individuals have a favourable perception of their self-efficacy in using technology, they are more willing to adopt and accept new technology [ 50 ].…”
Section: Literature Reviewmentioning
confidence: 99%
“…Ever since its inception, the role of self-efficacy has been explored in different research domains [ 46 ], including technology adoption and acceptance [ 47 , 48 ]. In this study, self-efficacy is defined as an “individual's personal belief about his or her ability to initiate, persist in, and be successful in behaviour” (p.141) [ 49 ]. Principally, if individuals have a favourable perception of their self-efficacy in using technology, they are more willing to adopt and accept new technology [ 50 ].…”
Section: Literature Reviewmentioning
confidence: 99%
“…To achieve the proposed aim, a conceptual framework was developed that contributes to the two elements under discussion, which are post-acceptance and fear of vaccination. Certain external variables are added to the conceptual model due to their direct relation with post-acceptance, namely, the perceived daily routine, the critical mass and self-efficiency [30][31][32][33]. The fear of vaccination functions as a moderator that can measure the relation between TAM theory, Flow theory, daily routine, critical mass and self-efficiency on one hand, post-acceptance of e-learning platforms on the other hand.…”
Section: Introductionmentioning
confidence: 99%