Clarifying the Use of Formative Measurement in the IS Discipline: The Case of Computer Self-Efficacy

Authors

Andrew M. Hardin, University of Nevada, Las VegasFollow
Jerry Cha-Jan Chang, University of Nevada, Las VegasFollow
Mark A. Fuller, University of Massachusetts, AmherstFollow

Document Type

Article

Publication Date

9-2008

Publication Title

Journal of the Association for Information Systems

Publisher

Association for Information Systems

Volume

9

Issue

9

First page number:

544

Last page number:

546

Abstract

The article offers insights on the use of formative measurement in the information system (IS) discipline. It focuses on the comment which warns researchers on the pitfalls of misapplying formative measures in information system domain as well as on the issues related to computer self-efficacy (CSE) and formative measurement. It then asserts that formative indicator weights are sued in determining the conceptual meaning of constructs and notes that the conceptual definition of CSE will likely differ as they are used in different research models and contexts.

Keywords

Computer literacy; Information technology; Methodology; Research; Self-efficacy

Disciplines

Business | Systems and Communications

Permissions

Used with permission from the Association for Information Systems, Atlanta, GA; 404-413-7444; www.aisnet.org. All rights reserved.

Publisher Citation

Hardin, Andrew M.; Chang, Jerry Cha-Jan; and Fuller, Mark A. (2008) "Clarifying the Use of Formative Measurement in the IS Discipline: The Case of Computer Self-Efficacy," Journal of the Association for Information Systems: Vol. 9: Iss. 9, Article 1. Available at: http://aisel.aisnet.org/jais/vol9/iss9/1

Repository Citation

Hardin, A. M., Chang, J. C., Fuller, M. A. (2008). Clarifying the Use of Formative Measurement in the IS Discipline: The Case of Computer Self-Efficacy. Journal of the Association for Information Systems, 9(9), 544-546.
https://digitalscholarship.unlv.edu/met_fac_articles/5