Journal of Information Systems Education (JISE)

Volume 32

Volume 32 Issue 1, Pages 40-52

Winter 2021


Theory of Planned Behavior and the Influence of Communication Self-Efficacy on Intention to Pursue a Software Development Career


Chamikorn Hiranrat
Atichart Harncharnchai
Chiang Mai University
Muang, Chiang Mai 50200, Thailand

Chompunoot Duangjan
Prince of Songkla University
Muang, Surat Thani 84000, Thailand

Abstract: In modern software development, communication is one of the key success factors in software project development and team performance. However, software engineering (SE) students and educators may not have fully considered its significance in comparison to technical skills. The objective of the study was to determine the influence of communication self-efficacy and factors related to the theory of planned behavior (TPB) on the intention to pursue a career in software development. A survey was used to collect data from senior SE students at six universities in Thailand. The partial least squares – structural equation model (PLS-SEM) was used to analyze the data. The findings indicate that attitudes toward software development careers and communication self-efficacy for software development had a positive influence on the students’ intention to pursue a career in software development. This study is the first attempt to investigate how communication self-efficacy in software development affects intention to work in a software development career. Educators can use the findings to improve curricula to foster students’ communication self-efficacy and encourage them to pursue a software development career.

Keywords: Software engineering, Intention, Technical communication, Self-efficacy, Soft skills, Careers

Download this article: JISE - Volume 32 Issue 1, Page 40.pdf


Recommended Citation: Hiranrat, C., Harncharnchai, A., & Duangjan, C. (2021). Theory of Planned Behavior and the Influence of Communication Self-Efficacy on Intention to Pursue a Software Development Career. Journal of Information Systems Education, 32(1), 40-52.