Internet Self-Efficacy and the Psychology of the Digital Divide

By Matthew S. Eastin, Robert LaRose. J. Comput. Mediat. Commun., 2006

1,248 citations recorded by the source corpus.

Subfields: Communication, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ea718b1486f5f06cf9dbbf9018bea458ed5f9d84

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Ellen J. Helsper
2. Sonia Livingstone
3. A. V. van Deursen
4. Robert LaRose
5. Marylène Gagné
6. Matthew S. Eastin
7. Tom Buchanan
8. Monica T. Whitty

In Information Systems and Management

1. Juan Carlos Roca
2. Chao-Min Chiu
3. Marylène Gagné
4. Matthew S. Eastin
5. Ellen J. Helsper
6. Meng Hsiang Hsu
7. Robert LaRose
8. Sonia Livingstone

In Sociology and Political Science

1. Sonia Livingstone
2. Ellen J. Helsper
3. Marylène Gagné
4. Matthew S. Eastin
5. A. V. van Deursen
6. Juan Carlos Roca
7. Robert LaRose
8. Chao-Min Chiu

Citations in the corpus

• Understanding e-learning continuance intention in the workplace: A self-determination theory perspective (2008, background): “Internet self-efficacy may be distinguished from computer self-efficacy as the belief that one can successfully perform a distinct set of behaviors required to establish, maintain and utilize effectively the Internet over and above basic personal computer skills (Eastin & LaRose, 2000).”
• The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context (2004, background): “Also, Internet self-efficacy was unrelated to measures of general psychological well-being (Eastin and LaRose, 2000).”
• Balancing opportunities and risks in teenagers’ use of the internet: the role of online skills and internet self-efficacy (2010, methodology): “Both traditions have, until now, concentrated on demographic factors – age, gender, socioeconomic status, and others – but recently both are turning their attention to questions of and whether online skills, competences or other sociopsychological factors may influence the range of opportunities tak”
• Language acquisition in Second Life (2009, background): “Table 2 presents the descriptive and Paired T-test results.”
• Unregulated Internet Usage: Addiction, Habit, or Deficient Self-Regulation? (2003, methodology): “Internet self-efficacy had positive, prior relationships to both deficient selfregulation and habit strength, as well as the previously examined (in Eastin & LaRose, 2000) relationships to outcome expectations and usage.”
• A Social-Cognitive Approach to Uses and Gratifications (2008, methodology): “Users do not have sufficiently strong beliefs about positive outcomes—or perhaps believe too strongly in negative outcomes—to motivate continuing use (Eastin & LaRose, 2000).”
• What drives consumers to shop online? A literature review (2004, background): “, 2001; Alba and Hutchinson, 1987), “self-efficacy” (Eastin and LaRose, 2000; Marakas et al., 1998; Bandura, 1994), and “need for interaction” (Dabholkar and Bagozzi, 2002; Dabholkar, 1996).”
• Hedonic Tendencies and the Online Consumer: An Investigation of the Online Shopping Process (2011, background): “As such, college students make a suitable sample for testing the theoretically derived relationships under investigation (Eastin and LaRose 2000 ; Childers et al.”
• Teaching In An Online Learning Context (2004, background): “Such minimal subject level competency seems to be less than that expected by learners and peers in higher education settings. Anderson et al. (2001) write”
• Understanding e-learning continuance intention: An extension of the Technology Acceptance Model (2006, background): “TAM has been extended by the addition of other constructs such as computer self-efficacy (Compeau and Higgins, 1995), Internet self-efficacy (Igbaria and Iivari, 1995; Eastin and LaRose, 2000; Joo et al., 2000; Hsu and Chiu, 2004a), subjective norm (Taylor and Todd, 1995a; Venkatesh and Davis, 2000;”