Information Seeking Motivation Scale development: a self-determination perspective

2017 ◽  
Vol 73 (5) ◽  
pp. 1034-1052 ◽  
Author(s):  
Ana Dubnjakovic
Keyword(s):  
Higher Education ◽  
Information Seeking ◽  
Self Determination ◽  
Information Need ◽  
Measurement Instruments ◽  
Content Type ◽  
Motivation Scale ◽  
Current Sample ◽  
Situational Motivation ◽  
Domain Level

Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications All constructs representing extrinsic and intrinsic motivation on a continuum were confirmed. However, amotivation proved difficult to define with the current sample. Additional studies need to be conducted in higher education setting in order to confirm its existence. Practical implications Given that the situational motivation is contingent on domain-level motivation, the ISMS – C scale can be helpful in promoting lasting intrinsic information seeking motivation at that level. Originality/value Consistent with the subjectivist orientation in information sciences which aims to account for cognitive and affective forces behind information need, ISMS constructed in the current study is one of the first measurement instruments to account for a spectrum of information seeking motivations at the domain level.

scholarly journals Self-determination and expectancy-value

2018 ◽  
Vol 70 (1) ◽  
pp. 123-140 ◽  
Author(s):  
Reijo Savolainen
Keyword(s):  
Information Seeking ◽  
Information Needs ◽  
Extrinsic Motivation ◽  
Self Determination ◽  
Information Need ◽  
Expectancy Value ◽  
Content Type ◽  
Psychological Theories ◽  
Job Opportunities ◽  
Traditional Research

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.

Relationship between work motivation scale and TPACK

2019 ◽  
Vol 12 (4) ◽  
pp. 693-708
Author(s):  
Semila Fernandes ◽  
Pooja Gupta ◽  
V.V. Ajith Kumar
Keyword(s):  
Higher Education ◽  
Content Knowledge ◽  
Teacher Development ◽  
Work Motivation ◽  
Content Type ◽  
Mean Values ◽  
Pedagogical Content ◽  
Self Worth ◽  
Motivation Scale ◽  
The Relationship

Purpose The purpose of this paper is to measure the academic motives of faculty in higher education to understand the pattern of relationships between work motivation scale (WMS) and technological pedagogical content knowledge (TPACK). Design/methodology/approach The research adopts regression analysis to help model the data collected from 63 faculty members from India. The empirical study investigated the relationship of intrinsic motivation (IntrM), integrated motivation (InteM), identified motivation (IdenM), introjected motivation (IntrjM), external regulation motivation (ExtR) and amotivation (Amot) with each of technological knowledge (TK), (pedagogical knowledge (PK), content knowledge (CK) and TPACK. Findings Optimal functioning among faculty was due to “InteM” followed by “IntrM” and “IdenM” that yielded most positive consequence (mean values>3.9). “ExtR” and “Amot” were the negative outcomes that would be counterproductive and result in employee dejection (Mean values<3.1). The results proved that all TPACK variables were positively related to “IntrM” – a self-determined motivation. Additionally, “TK” and “PK’ were positively related to “IntrjM” – a behavior that is regulated by self-esteem and self-worth; “TPACK” depicted positive relationship with “IntrjM” and negative correlation with “IdenM.” Research limitations/implications The study supported the fact that TPACK and WMS when analyzed together can create better engagement models among the faculty for an enriching learner experience interaction. Furthermore, it would help identify specific strategies on teacher development training programs through the integration of technology. Originality/value The study is original and seeks to inspect the relationship between TPACK and WMS among faculty of higher education in Indian business schools.

Demonstrating the motivational scale for commitments toward teachers’ turnover intentions using self-determination theory: a case of higher education institutions in Pakistan

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sayeda Zeenat Maryam ◽  
Fouzia Ali ◽  
Mehvish Rizvi ◽  
Sadia Farooq
Keyword(s):  
Higher Education ◽  
Turnover Intentions ◽  
Higher Education Institutions ◽  
Self Determination Theory ◽  
Developed Countries ◽  
Two Dimensions ◽  
Self Determination ◽  
Equation Modeling ◽  
Content Type ◽  
The Relationship

PurposeThis paper aims to demonstrate the turnover intentions (TIs) among the academic faculty of higher education institutions (HEIs) in Pakistan through their motivation and commitment toward the concerned institution. It inspects the relationship of dimensions of motivation including an absence of motivation (AM), extrinsic motivation (ExM) and intrinsic motivation (InM) with the dimensions of commitment including affective commitment (AC), continuous commitment (CC) and normative commitment (NC) and finally the academic's TIs.Design/methodology/approachThe paper used the self-determination theory (SDT), the theory of organizational commitment (OC) and the theory of planned behavior (TPB) for its proposed model. A sample of 500 academics, working under higher education commission recognized public and private universities in Punjab Pakistan. A structural equation modeling (SEM) conducted for analysis using an algorithm, bootstrapping and blindfolding techniques.FindingsThe outcomes of the research are attention-grabbing, as no direct relationship has been observed between the dimensions of motivation and TIs except InM. The dimensions of commitments are mediating the relationship between motivation and TIs with high significance value. The results reveal a significant adverse effect on TIs through two dimensions of commitment.Research limitations/implicationsAs it is the case of a developing country like Pakistan therefore the finding cannot generalize to developed countries.Practical implicationsThe findings of this research may lead the policymakers and practitioners of HEIs and controlling body to retain their competent teachers.Social implicationsThis research can help the private sector to develop strategies about the retention of their competent teachers within the institutions that not just value the institution but also will be much beneficial for the students and society.Originality/valueThis paper is identifying how motivation is related to TIs and the role of commitment in it at HEIs. Still, no research has been conducted considering this avenue of SDT, OC and TPB

Serious information in hedonic social applications: affordances, self-determination and health information adoption in TikTok

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shijie Song ◽  
Yuxiang Chris Zhao ◽  
Xinlin Yao ◽  
Zhichao Ba ◽  
Qinghua Zhu
Keyword(s):  
Health Information ◽  
Information Seeking ◽  
Service Providers ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Content Type ◽  
Intention To Adopt ◽  
Social Applications ◽  
Information Adoption

PurposeHedonic social applications have been increasingly popular among health information consumers. However, it remains unclear what motivates consumers to adopt health information in hedonic applications when they have alternative choices of more formal health information sources. Building on the self-determination theory and the affordances lens, this study aims to investigate how different affordances on hedonic social applications affect consumers' basic psychological needs and further influence their intention to adopt health information on such applications.Design/methodology/approachAs TikTok demonstrated great potential in disseminating health information, we developed a model that we analyze using the PLS-SEM technique with data collected from a valid research sample of 384 respondents with health information seeking or encountering experience in TikTok.FindingsThe results suggested that health information adoption in hedonic social applications is significantly predicted by the satisfaction of consumers' basic psychological needs, namely autonomy, relatedness and competence. Moreover, the satisfaction of basic psychological needs is positively affected by affordances provided by the hedonic social applications. The hedonic affordances positively influence autonomy satisfaction, while the connective affordances positively affect relatedness satisfaction, and the utilitarian affordances positively support competence satisfaction.Originality/valueThe study indicates that hedonic social applications such as TikTok could be an important channel for consumers to access and adopt health information. The study contributes to the literature by proposing a theoretical model that explains consumers' health information adoption and yields practical implications for designers and service providers of hedonic social applications.

scholarly journals Enhancing classroom instruction with online news

2020 ◽  
Vol 72 (5) ◽  
pp. 725-744
Author(s):  
Michael D. Ekstrand ◽  
Katherine Landau Wright ◽  
Maria Soledad Pera
Keyword(s):  
Information Seeking ◽  
Critical Incident ◽  
Online News ◽  
Future Research ◽  
Informational Texts ◽  
Information Need ◽  
Content Type ◽  
Search Tool ◽  
K 12 ◽  
Two Stages

PurposeThis paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden.Design/methodology/approachThis paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol.FindingsTeachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study.Originality/valueThere is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.

scholarly journals The change of motivational spectrum during anaesthesiology residency and the relation to job satisfaction: Self-determination theory in anaesthesiology

2019 ◽  
Author(s):  
Parisa Moll-Khosrawi ◽  
Stefan Zimmermann ◽  
Christian Zöllner ◽  
Leonie Schulte-Uentrop
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Intrinsic Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Care Providers ◽  
Autonomous Regulation ◽  
Motivation Scale ◽  
Situational Motivation

Abstract Background: Job satisfaction remains a manifold goal in all fields of the working world, as well as in anaesthesiology. Since Self-determination theory (SDT) has been introduced by Deci and Ryan a lot of studies have been coducted, answering the question how motivation influences job satisfaction. It has been shown that intrinsic motivation and autonomous regulation lead not only to job satisfaction, but to better job performance. However, the roles of extrinsic motivation and controlled regulation and their effects on affect, job performance and job satisfaction have not been worked out clearly. No investigation has been done so far, analysing motivation of anaesthesiologists. Method: A cross-sectional study design was chosen to assess situational motivation and job-satisfaction, within a sample of anaesthesiologists, applying the Situational Motivation Scale. Differences of motivational expression in residents of different training years, attendings and consultants were analysed, as well as the correlation of motivational quality with job-satisfaction. Results: The invested group showed the same pattern throughout the motivational continuum, with consultants reporting the highest levels of intrinsic (6.02, 0.44), identified (5.78, 0.71) and introjected (4.69, 0.80) regulation. The consultants showed the highest computed controlled (3.29, 0.64) and autonomous motivation index (5.90, 0.55). The lowest intrinsic motivation was found in the group of attendings (5.70, 0.92). Job satifaction was correlated with intrinsic motivation (0.0360, p<0.01) and negatively correlated with amotivation (-0.265, p<0.05). Conclusion: Intrinsic motivation and autonomous regulation are necessary for achieving job satisfaction, the presence of controlled regulation and extrinsic behavioural regulation have no declining effects on job satisfaction but their expression might rather be even required for it. The Situational Motivation Scale proved its applicabilty to assess health care providers´motivational qualities and therefore can be considered for staff-talks and used as indirect predicotors of healt care providers´well-being and job-satisfaction.

scholarly journals The information behaviours of maximum security prisoners

2019 ◽  
Vol 75 (2) ◽  
pp. 417-434 ◽  
Author(s):  
Cheryl Canning ◽  
Steven Buchanan
Keyword(s):  
Information Seeking ◽  
Information Needs ◽  
Information Sources ◽  
Emotional Needs ◽  
Information Need ◽  
Structured Interviews ◽  
Content Type ◽  
Maximum Security ◽  
Interpersonal Information ◽  
Insight Into

Purpose The purpose of this paper is to advance the understanding of the information behaviours of prisoners, providing insight into their information needs and information-seeking preferences, and the factors influencing their behaviours; to inform education and rehabilitation programmes. Design/methodology/approach The paper is an in-depth qualitative study. The theoretical framework was provided via Chatman’s (1996) concepts of information poverty. Participants were adult male prisoners in a Scottish maximum security prison, and prison staff. Data collection method was semi-structured interviews. Findings Prisoners have a broad range of information needs, many sensitive and many unmet. Interpersonal information sources are predominantly used due to a combination of natural preference and restricted access to other information sources. Issues of stigma and trust influence information behaviours. Further issues include restrictive social norms, and disinformation to incite violence. A significant degree of risk is therefore inherent within interpersonal information interactions, fostering self-protective acts of secrecy and deception amongst prisoners. Unmet emotional needs appear particularly problematic. Research limitations/implications The paper highlights the need for further research exploring issues of unmet emotional needs in prisoners; in particular, assistive methods of need recognition and support in the problematic context. Practical implications The paper identifies significant unmet information needs in prisoners that impact upon their ability to cope with incarceration, and prepare for successful release and reintegration. Originality/value The paper addresses an understudied group of significant societal concern and advances the understanding of information need in context, providing insight into unmet needs and issues of affect in the incarcerated small world context.

An attribute-based framework for students' motivation to join an HEI: a self-determination theory perspective

2020 ◽  
Vol 35 (1) ◽  
pp. 201-215
Author(s):  
Abhishek Mishra ◽  
Anish Yousaf ◽  
Insha Amin
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Self Determination ◽  
Content Type ◽  
Study Guides ◽  
Teaching And Learning Quality ◽  
Method Approach ◽  
Selection Of

PurposeThe current work explores the attributes that serve as motivation regulations for students' selection of a higher education institute (HEI).Design/methodology/approachWith a self-determination theory (SDT) perspective, the current study used a mixed-method approach to develop a scale to measure HEI attribute-based motivation regulations.FindingsA total of eight regulations were proposed: academic/extracurricular activities, infrastructure, faculty research expertise, teaching and learning quality, placement opportunities, marketing and promotion, education cost and social influence. The first four were autonomous motivations and the remaining were controlled motivations.Research limitations/implicationsThe study leverages the SDT motivation continuum into a structured HEI attribute-based student motivation framework.Practical implicationsThe study guides HEI managers with specific attributes to position the institute appropriately.Originality/valueThis is one of the few works in the higher education utilizing the complete SDT framework.

Consumers’ risk perception, information seeking, and intention to purchase genetically modified food

2018 ◽  
Vol 120 (9) ◽  
pp. 2182-2194 ◽  
Author(s):  
Weiwei Zhu ◽  
Nengzhi (Chris) Yao ◽  
Ben Ma ◽  
Fangbin Wang
Keyword(s):  
Risk Perception ◽  
Conceptual Model ◽  
Information Seeking ◽  
Genetically Modified ◽  
Critical Role ◽  
Risk Information ◽  
Information Need ◽  
Content Type ◽  
Gm Food ◽  
Intention To Purchase

Purpose The purpose of this paper is to explore consumers’ intention to purchase genetically modified (GM) food from the perspective of risk information. Design/methodology/approach A conceptual model was proposed in which intention to purchase GM food is stimulated by the combination and complex effects of knowledge, risk perception, information need, information seeking and attitude. A face-to-face questionnaire survey was conducted in Jinan, Shandong Province. A total of 757 valid samples (55.6 percent of women vs men) were involved to conduct structural equation model analysis. Findings Results demonstrated that attitude is the most important predictor of intention to purchase GM food. Attitude, in turn, is predicted by risk perception and information seeking. Risk perception is a significant determinant of information need and information seeking. Moreover, information need influences information seeking. Finally, knowledge plays a critical role in risk perception and intention. Overall, the explained variance of the model is 66 percent. Originality/value The study provides new insights explaining intention to purchase GM food by constructing a conceptual model from the perspective of risk information. In this model, knowledge, risk perception, information need and information seeking are all based on information related to GM food, resulting in attitude and intention to purchase.

scholarly journals Informationskompetence som medlæring. Konstruktivistiske og handlingsorienterede læringsforståelser mellem uddannelseslæring og informationssøgning.

2015 ◽  
Vol 7 (1) ◽  
pp. 16-31
Author(s):  
Volkmar Engerer ◽  
Jens Kristian Dahlgaard Gudiksen
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Information Seeking ◽  
Incidental Learning ◽  
Literacy Learning ◽  
Learning Processes ◽  
Information Need ◽  
Nature Of Information ◽  
The University ◽  
Link Information

In this article we investigate different understandings of learning underlying the interpretation of students’ and researchers’ moves between learning in the university domain and learning processes, usually associated with information literacy, the latter including information managing activities like information seeking. We show that mainstream concepts like information need, “Anomalous State of Knowledge”, information seeking or topic inherit their learning theoretic background from a cognitive constructivist view on learning, dominating the understanding (and implementation) of learning in the domain of higher education. In order to construct a coherent understanding of disciplinary learning and information managing activities, cognitive constructivist assumptions on learning and the nature of information in learning processes are implicitly transferred to the domain of information literacy as well, establishing fields like generic or disciplinary information literacy. The application of cognitive constructivist assumptions on information literacy learning produces, in our opinion, an inadequate characterization of information related activities in the context of higher education, ignoring their unconscious, purely activity based character. In order to link information literacy as emergent, incidental learning to the typically formal and conscious contexts of disciplinary learning we propose a Critical Psychology framework, conceptualizing individual learning as a primarily activity based concept. This move makes the students’ and researchers’ shifts between the two domains understandable and allows reconstructing those movements as instantiations of coherent learning activities. 

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