The purpose of this study is to empirically validate the proposed theoretical model that describes how SCSE and GCSE are interrelated and how they serve as cognitive mechanisms to impact individual task performance in both a specific and general computing domain (Figure 1). In addition, we develop a measure of GCSE and several highly focused measures of SCSE that demonstrate strong divergent validity in the presence of related constructs and represent the characteristics suggested by Bandura and others with regard to effective measurement of self-efficacy.