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Article
Publication date: 20 July 2012

Reijo Savolainen

The purpose of this article is to elaborate the picture of the motivators for information seeking by comparing the conceptualizations of task‐based information needs and…

5222

Abstract

Purpose

The purpose of this article is to elaborate the picture of the motivators for information seeking by comparing the conceptualizations of task‐based information needs and expectancy‐value theories.

Design/methodology/approach

The article is a conceptual analysis of major articles characterising task‐based information needs and expectancy‐value theories developed in psychology since the 1950s.

Findings

The conceptualizations of task‐based information needs approach the motivators for information seeking in terms of the informational requirements posed by tasks at hand. However, the ways in which such needs trigger and drive information seeking have not been specified in detail. Expectancy‐value theories provide a more elaborate picture of motivational factors by focusing on actors' beliefs about the probability of success in information seeking and the perceived value of the outcome of this activity.

Research limitations/implications

The findings are based on the comparison of two research approaches only.

Originality/value

So far, information scientists have largely ignored the psychological theories of motivation. This study demonstrates the potential of such approaches by discussing an established psychological theory. The findings indicate that such theories hold a good potential to elaborate the models of task‐based information seeking in particular.

Details

Journal of Documentation, vol. 68 no. 4
Type: Research Article
ISSN: 0022-0418

Keywords

Book part
Publication date: 25 November 2021

Stephen R. Getty, Kenneth E. Barron and Chris S. Hulleman

Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and…

Abstract

Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and frameworks to promote student motivation and achievement outcomes, connections between motivation and recent frameworks and measures of SEL could be stronger. The purpose of our chapter is to help address this shortcoming. First, we begin by reviewing which theories of motivation currently appear in major SEL frameworks. Second, we introduce how a more comprehensive theory of motivation (based on an expectancy–value–cost framework) could be incorporated into SEL frameworks to advance their overall impact. Third, using examples from our ongoing research in STEM classrooms, we show how a broader knowledge of motivation can inform practitioners on how to promote key SEL competencies and subsequent achievement and engagement for students, especially to address inequities for historically marginalized and minoritized students. Finally, we close with recommendations for future directions for research and practice.

Details

Motivating the SEL Field Forward Through Equity
Type: Book
ISBN: 978-1-80043-464-6

Keywords

Article
Publication date: 13 July 2015

Karen Tølbøl Sigaard and Mette Skov

The purpose of this paper is to operationalise and verify a cognitive motivation model that has been adapted to information seeking. The original model was presented within the…

1456

Abstract

Purpose

The purpose of this paper is to operationalise and verify a cognitive motivation model that has been adapted to information seeking. The original model was presented within the field of psychology.

Design/methodology/approach

An operationalisation of the model is presented based on the theory of expectancy-value and on the operationalisation used when the model was first developed. Data for the analysis were collected from a sample of seven informants working as consultants in Danish municipalities. Each participant filled out a questionnaire, kept a log book for a week and participated in a subsequent interview to elicit data regarding their information source behaviour and task motivation.

Findings

Motivation affected source use when the informants search for information as part of their professional life. This meant that the number of sources used and the preference for interpersonal and internal sources increased when the task had high-value motivation or low-expectancy motivation or both.

Research limitations/implications

The study is based on a relatively small sample and considers only one motivation theory. This should be addressed in future research along with a broadening of the studied group to involve other professions than municipality consultants.

Originality/value

Motivational theories from the field of psychology have been used sparsely in studies of information seeking. This study operationalises and verifies such a theory based on a theoretical adaptation of this model made by Savolainen (2012c).

Details

Journal of Documentation, vol. 71 no. 4
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 27 January 2022

Zizhen Geng, Mengmeng Xiao, Huili Tang, Julie M Hite and Steven J Hite

This study develops a cross-level moderated mediating model based on expectation-value theory to extend the knowledge on how and when organizational culture motivates employee…

Abstract

Purpose

This study develops a cross-level moderated mediating model based on expectation-value theory to extend the knowledge on how and when organizational culture motivates employee radical creativity.

Design/methodology/approach

Based on longitudinal, multisource data for 584 R&D employees in 73 organizations, the research hypotheses were tested by a multilevel analysis using hierarchical linear model.

Findings

The results showed that error management culture had a positive effect on employees' psychological safety and radical creativity; psychological safety mediated the effect of error management culture on employee radical creativity. Further, moderated path analysis revealed that employees' promotion focus moderated the positive effect of psychological safety on employee radical creativity and thus strengthened the indirect effect of error management culture on employee radical creativity via psychological safety.

Originality/value

Literature on how organizational culture motivates workplace creativity pays little attention to employees' radical creativity. This study fills this gap by empirically examining the role of error management culture as a critical organizational culture that secures employee radical creativity. It also provides a novel mechanism, i.e., an expectancy-value mechanism to explain the link between organizational context and radical creativity by elucidating the underlying psychological process whereby error management culture drives employee radical creativity and identifying the pivotal moderating role of employees' regulatory focus in the function of error management culture.

Article
Publication date: 15 January 2018

Reijo Savolainen

The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation…

2217

Abstract

Purpose

The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs).

Design/methodology/approach

The study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities.

Findings

SDT approaches motivation by examining the degree to which one can make volitional choices while meeting the needs of autonomy and competence. Information-seeking behaviour is most volitional when it is driven by intrinsic motivation, while such behaviours driven by extrinsic motivation and amotivation are less volitional. Modern EVTs approach the motivators for information seeking by examining the individual’s beliefs related to intrinsic enjoyment, attainment value, utility value and relative cost of information seeking. Both theories provide useful alternatives to traditional concepts such as information need in the study of the motivators for information seeking.

Research limitations/implications

As the study focusses on two cognitive psychological theories, the findings cannot be generalised to all represent all categories relevant to the characterisation of triggers and drivers of information seeking.

Originality/value

Drawing on the comparison of two cognitive psychological theories, the study goes beyond the traditional research approaches of information behaviour research confined to the analysis of information needs.

Details

Aslib Journal of Information Management, vol. 70 no. 1
Type: Research Article
ISSN: 2050-3806

Keywords

Book part
Publication date: 14 November 2014

Judith M. Harackiewicz, Yoi Tibbetts, Elizabeth Canning and Janet S. Hyde

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in…

Abstract

Purpose

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

Design/methodology/approach

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

Findings

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

Originality/value

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

Details

Motivational Interventions
Type: Book
ISBN: 978-1-78350-555-5

Keywords

Article
Publication date: 13 January 2020

Luisa Helena Pinto, Carlos Cabral-Cardoso and William B. Werther Jr.

Under the framework of the achievement goal and expectancy-value theories, this study aims to examine which motivational goals lead people to self-initiate an international…

Abstract

Purpose

Under the framework of the achievement goal and expectancy-value theories, this study aims to examine which motivational goals lead people to self-initiate an international assignment and predict subjective assignment achievements.

Design/methodology/approach

Data was collected from a convenience sample of 141 self-initiated expatriates (SIEs) from multiple locations. The first set of analyses tested the hypothesis that demographics and expectancies of competence in living and working abroad discriminate the individuals who initiate an international assignment for learning goals from the ones who value performance goals. The second set of analyses tested the hypothesis that individual expectancies and goals predict specific subjective assignment achievements and overall success.

Findings

The results show that SIEs who had greater confidence in their ability to live and work abroad were also more likely to move to pursuit performance goals. They also reported greater host adjustment and superior professional accomplishments, but not higher family achievements or success.

Originality/value

In contrast to the dominant descriptive approach to the study of SIEs, this study underpins the adequacy and potential of a motivational approach in predicting SIEs’ behaviors and outcomes. The theoretical and managerial implications for international business and cross-cultural management are further discussed.

Book part
Publication date: 25 March 2019

Allan Wigfield and Jessica R. Gladstone

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children…

Abstract

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.

Details

Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

Keywords

Article
Publication date: 8 February 2021

Asha Thomas and Vikas Gupta

The purpose of this study is to identify and explain the role of motivation in facilitating knowledge sharing (KS). This study explains the connection between “motivation” and…

2044

Abstract

Purpose

The purpose of this study is to identify and explain the role of motivation in facilitating knowledge sharing (KS). This study explains the connection between “motivation” and “knowledge sharing” or KS. Research finding offers significant theoretical and practical suggestions. Theoretically, the study provides clarity on various motivation theories and important constructs in KS.

Design/methodology/approach

This research reviews the literature on knowledge management in detail along with other published works. A search was conducted using online databases on the Web of Science (WoS) and Google Scholar. An analysis was done with the help of qualitative software NVivo 12 to critically analyze literature.

Findings

This theoretical review offers a retrospective view of theories, context, methods, antecedents or enablers to understand the motivation theories used in knowledge sharing research and provides a guideline for upcoming researches to contemplate and examine numerous motivation theories and also choose the most significant motivation theory and their construct in the researches on KS.

Originality/value

This theoretical review contributes toward knowledge sharing and motivation literature. There are no reviews on knowledge sharing relating to contemporary motivational theories to the best of our knowledge.

Article
Publication date: 15 March 2023

Qiao Li, Chunfeng Liu, Jingrui Hou and Ping Wang

As an emerging tool for data discovery, data retrieval systems fail to effectively support users' cognitive processes during data search and access. To uncover the relationship…

Abstract

Purpose

As an emerging tool for data discovery, data retrieval systems fail to effectively support users' cognitive processes during data search and access. To uncover the relationship between data search and access and the cognitive mechanisms underlying this relationship, this paper examines the associations between affective memories, perceived value, search effort and the intention to access data during users' interactions with data retrieval systems.

Design/methodology/approach

This study conducted a user experiment for which 48 doctoral students from different disciplines were recruited. The authors collected search logs, screen recordings, questionnaires and eye movement data during the interactive data search. Multiple linear regression was used to test the hypotheses.

Findings

The results indicate that positive affective memories positively affect perceived value, while the effects of negative affective memories on perceived value are nonsignificant. Utility value positively affects search effort, while attainment value negatively affects search effort. Moreover, search effort partially positively affects the intention to access data, and it serves a full mediating role in the effects of utility value and attainment value on the intention to access data.

Originality/value

Through the comparison between the findings of this study and relevant findings in information search studies, this paper reveals the specificity of behaviour and cognitive processes during data search and access and the special characteristics of data discovery tasks. It sheds light on the inhibiting effect of attainment value and the motivating effect of utility value on data search and the intention to access data. Moreover, this paper provides new insights into the role of memory bias in the relationships between affective memories and data searchers' perceived value.

Details

Journal of Documentation, vol. 79 no. 5
Type: Research Article
ISSN: 0022-0418

Keywords

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