A Conceptual Framework of Keyboarding Readiness: The Mediating Role of Self-Efficacy among Office Management Undergraduates

This study proposes a conceptual framework to explain the mediating role of self-efficacy in the relationship between readiness factors (physical, cognitive, and motivational readiness) and keyboarding readiness among office management undergraduates. Keyboarding readiness is essential in modern business operations, yet variations in readiness levels among students result in differing levels of preparedness. While research highlights the importance of readiness factors in skill acquisition, limited studies explore how self-efficacy enables the translation of readiness into actual preparedness for keyboarding tasks. A narrative review methodology was employed, with data collected from the Scopus database using predefined search criteria. Findings indicate that self-efficacy plays a central role in determining whether individuals effectively utilize their readiness for skill development. While physical and cognitive readiness provide foundational competencies, self-efficacy enhances persistence, motivation, and confidence, leading to improved keyboarding readiness. Theoretically, this study extends Social Cognitive Theory by emphasizing self-efficacy’s mediating role in the development of readiness. From a business management perspective, the findings highlight the need for training programs that enhance self-efficacy to improve digital literacy, workplace efficiency, and adaptability. Business educators and organizations should incorporate strategies such as mastery experiences, targeted feedback, and supportive learning environments to prepare individuals for evolving workplace demands. This study is conceptual, and future research should empirically validate the framework through longitudinal and experimental studies.