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Affective Events Theory (Weiss & Cropanzano, 1996) proposes a theoretical framework that outlines the structure, antecedents, and consequences of affective experiences at work. We elaborate on Affective Events Theory by incorporating recent theory of attitude and by further exploring the role of work environment features within the model. Our proposed model acknowledges the immediacy of judgment driven as well as affect-driven behavior. It provides a mechanism through which affect-driven or judgment-driven behaviors can be more easily predicted and it shows how work environment features not only make certain events more or less likely but also influence resulting behaviors through attitude formation. We outline the practical application of our model and give direction for future research.

To identify research work on Information and Communication Technology (ICT) in the context of young girls’ affective responses to access and use of ICT in developing countries.

A literature search covering the period from early 1990s to date in fields of information science, human–computer interaction, ICT, and educational technologies was performed using relevant databases and Google Scholar. Related literature in the context of specific theoretical frameworks was retrieved and analyzed.

Abundant research exists on ICT in developing countries. However, little empirical work was found on young girls’ affective responses to access and use of ICT. The gendered digital divide in relation to ICT showed differing perspectives on this issue. Generally, affective information behavior is much less observed in empirical research than the cognitive behavior, regardless of age, gender, or culture.

Young girls’ affective responses to access and use of ICT in these countries warrant additional research in this area of study. Findings from research on youth information behavior in Western countries may have little or no bearings on youth in developing countries. The study of young girls’ access and use of ICT in developing countries should account for cultural, socioeconomic, and institutional differences among countries and between societies or communities in a given developing country.

Minimal research exists on young girls’ affective responses to accessing and using ICT in developing countries. The literature review covered in this chapter is grounded in theoretical frameworks derived from varied disciplines, including the field of library and information science.

Building on a recent study of Weiner's (1985a) attribution–emotion–behavior model, we examine the extent to which negative affective states mediate the relationship between attributions for undesirable outcomes and the ability to justify ethically questionable behaviors. Results of a scenario-based study indicated that causal attributions were associated with affective states and behavioral justification in the general manner predicted. Affective states were not associated with behavior justification, however, indicating that only a direct association between attributions and justification existed. Implications for future research on attributions and emotions are discussed.

Proactivity is a type of goal-directed work behavior in which individuals actively take charge of situations to bring about future change in themselves or their organization. In this chapter, we draw on goal-regulation research to review conceptual and empirical evidence that elucidates some of the complex links of affective experience and employee proactivity. We identify the different ways in which affective experience influences different stages of proactivity, including employees’ efforts in setting a proactive goal (envisioning), preparing to implement their proactive goal (planning), implementing their proactive goal (enacting), and engaging in learning from their proactive goal process (reflecting). Overall, our review suggests an important, positive role of high-activated positive trait affectivity and moods in motivating proactivity across multiple goal stages, as compared to low-activated positive affectivity and moods. The role of negative affect is mixed, and likely depends on both its valence and the stage of proactivity that is being considered. We identify a lack of research on the role of discrete emotions for employee proactivity. We discuss future avenues for research, particularly the roles of intra- and inter-personal emotion regulation for proactivity and of affective embeddedness of proactive processes in the social environment of organizations.

Purpose — Study the causal effect of psychological factors on mode choice, using an instrument which gathered attitudinal, affective and habitual behaviour factors, with an application to a Canadian and Chilean sample.

Approach — Ad hoc questionnaire used to collect information related to psychological factors, studying the role of these factors upon mode choice using structural equation modelling, combining a measurement model and the latent variables.

Findings — Emotional (affective) factors have a strong influence on mode choice, as well as attitudinal and habitual factors. Car users have a strong positive emotion to the transport mode they use when compared with public transport users and transit utilization.

Research limitations — The inclusion of social factors, such as norm, role and self-concept, is desirable for a better understanding of people's behaviour regarding transport mode usage. The structural equation modelling was used to analyse the causal effects among factors, but it is not intended to model mode choice. An advanced approach would be to estimate a hybrid discrete choice model.

Practical implications — Realizing the real importance of personal psychological factors on mode choice is a key issue when intending to implement mobility and travel demand management strategies. The success of these strategies strongly relies on people's change of behaviour, which does not depend only on instrumental and socio-demographic factors, such as cost, time and income, but also on these very inner personal aspects.

Originality/value — Capture psychological factors through a comprehensive survey, which rests on a psychological framework and considers simultaneously attitudinal, affective and habitual personal factors, as well as instrumental and socio-demographic information. Make a comparison among cities belonging to different countries regarding the role of these factors, cities with a different cultural and social background.

Poor complaint management may result in organizations losing customers and revenue. Consumers exhibit negative emotional responses when dissatisfied and this may lead to a complaint to a third-party organization. Since little information is available on the role of emotion in the consumer complaint process or how to manage complaints effectively, we offer an emotions perspective by applying Affective Events Theory (AET) to complaint behavior. This study presents the first application of AET in a consumption context and advances a theoretical framework supported by qualitative research for emotional responses to complaints. In contrast to commonly held views on gender and emotion, men as well as women use emotion-focused coping to complain.

Scholars have argued that different forms of proactive behaviors (e.g., career initiative, feedback seeking, and taking charge) all involve employees’ self-initiated and future-focused efforts to bring about change in a situation (Parker et al., 2006). There are at least three important elements that define proactivity: future-focus, change-orientation, and self-initiation (Frese & Fay, 2001; Parker et al., 2006). First, proactive behavior is future-focused, which means that this action is targeted at anticipated problems or at opportunities with a long-term focus. Second, proactive behavior is change-oriented, involving not just reacting to a situation but being prepared to change that situation in order to bring about a different future. Third, and underpinning the prior two elements, proactive behavior is self-initiated, which means that employees initiate a proactive goal without being told to, or without requiring explicit instructions from supervisors. Accordingly, proactivity has also been conceived of as a process in which employees generate and implement, under their own direction, a proactive goal to bring about a different future (Bindl, Parker, Totterdell, & Hagger-Johnson, 2012; Frese & Fay, 2001; Grant & Ashford, 2008).

The purpose of this chapter is to present a model (Beginning, Acting, Telling (BAT) model) developed for the elementary-school classroom that integrates features identified by research into information-seeking behavior and information literacy.

The chapter provides an overview of research in the areas of information-seeking behavior and information literacy and models in which they have intersected (namely, the Information Search Process (ISP) model) to provide a theoretical framework in which to situate the BAT model. Examples from previous empirical studies conducted by the author that informed the model are provided.

A preliminary iteration of the BAT model has successfully been piloted in two third-grade classrooms in Buffalo, New York. Plans are underway to introduce the model to a wider audience.

The BAT model with its use of image and mnemonic cues can be used to teach the research process to students, beginning in the earliest grades of elementary school.

This chapter is the first time the final iteration of the BAT model has been presented. It is the first model integrating features inherent in information-seeking behavior and information literacy that also makes use of imagery and mnemonic.