ABSTRACT Recognizing the multilevel nature of the computer self-efficacy (CSE) construct, this study distinguishes between general and system-specific CSE and examines the effects of both levels of CSE on two key training outcomes: reactions and learning performance. Reactions were examined with respect to perceived ease of use and perceived usefulness, whereas learning performance was examined in terms of near-transfer and far-transfer learning. The results of a field experiment revealed that general CSE had significant effects on perceived ease of use and far-transfer learning. Conversely, system-specific CSE demonstrated significant effects on near-transfer and far-transfer learning. The results of this study provide several valuable research and practical implications for IS training and systems acceptance and usage.
