Influence of intrinsic motivations on the continuity of scientific knowledge contribution to online knowledge-sharing platforms

2020 ◽  
pp. 096366252097078
Author(s):  
Lun Zhang ◽  
Yi Han ◽  
Jin-Lian Zhou ◽  
Yu-Sen Liu ◽  
Ye Wu
Keyword(s):  
Knowledge Sharing ◽  
Scientific Knowledge ◽  
Extended Period ◽  
Evaluation Theory ◽  
Important Indicator ◽  
Cognitive Evaluation Theory ◽  
Intrinsic Motivations ◽  
Knowledge Contribution ◽  
Relationship Of ◽  
Social Rewards

Scientific knowledge contribution to online knowledge-sharing platforms has long been regarded as instrumental behavior based on utilitarian considerations. Employing cognitive evaluation theory, this study examines scientific expert users’ behavioral metrics to understand the factors responsible for users continuing to contribute their scientific knowledge for an extended period or a very short span. We found that expert users’ intrinsic motivations, which has received little attention in recent studies, constitute an important indicator of sustained online scientific knowledge contribution. Furthermore, although social rewards fail to predict the continuity of scientific knowledge contribution, they prolong the duration of knowledge contribution by enhancing the intrinsic motivations of expert users. In conclusion, a self-reinforcement mechanism underlies the relationship of intrinsic motivation with social rewards, which governs continuous online scientific knowledge contribution behavior.

Cognitive Evaluation Theory: What nurtures our intrinsic motivation?

2020 ◽  
Author(s):  
Nguyen Thanh Thanh Huyen
Keyword(s):  
Intrinsic Motivation ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Cognitive Evaluation

Cognitive Evaluation Theory: What nurtures our intrinsic motivation?

A learning organization perspective on knowledge-sharing behavior and firm innovation

2006 ◽  
Vol 25 (4) ◽  
pp. 227-236
Author(s):  
Li-Fen Liao
Keyword(s):  
Knowledge Sharing ◽  
Learning Organization ◽  
Significant Relationship ◽  
Shared Vision ◽  
Firm Innovation ◽  
Positive Effects ◽  
Knowledge Sharing Behavior ◽  
Relationship Of ◽  
The Relationship ◽  
Sharing Behavior

Sharing knowledge and firm innovation are the crucial ways to sustain competitive advantage. This study builds a nested model to test the relationship between learning organization, knowledge-sharing behavior, and firm innovation. Data gathered from 254 employees were used to examine the relationship of the learning organization to employees' knowledge-sharing behavior and firm innovation. The results indicate that open-mindedness, shared vision and trust have positive effects on both knowledge-sharing behavior and firm innovation. While commitment to learning does not shows significant relationship on knowledge-sharing behavior and firm innovation. Communication has significance on firm innovation but not significance on knowledge-sharing behavior.

scholarly journals How to encourage innovation failure knowledge sharing in virtual research organization: an incentive mechanism based on game theory

2021 ◽  
Author(s):  
Zhuang Xiong ◽  
Pengju Wang ◽  
Chengxia Wu
Keyword(s):  
Game Theory ◽  
Risk Aversion ◽  
Knowledge Sharing ◽  
Fault Tolerant ◽  
Incentive Mechanism ◽  
Research Organization ◽  
Incentive Model ◽  
Negative Effect ◽  
Innovation Ability ◽  
Relationship Of

AbstractInnovation failure knowledge sharing plays an important role in reducing the probability of repeated failure of subsequent innovation and improving innovation ability of virtual research organization. However, it is very difficult for members to actively share the innovation failure knowledge without incentives. To promote the sharing behavior of innovation failure knowledge in virtual research organization, by using game theory, considering the risk aversion degree of members and the negative effect of fault-tolerance environment, the incentive model of innovation failure knowledge sharing of virtual research organization was constructed, the incentive relationship of innovation failure knowledge sharing between organization and its members under the influence of different states was analyzed, and the theoretical model was simulated and verified through a case study from China. Results show that: (1) without considering the negative effect of fault-tolerant environment, the optimal incentive coefficient of innovation failure knowledge sharing is positively related to the shareable rate and the transformation ability of innovation failure knowledge of members, and negatively related to the sharing cost and risk aversion degree of members; (2) considering the negative effect of fault-tolerant environment, virtual research organization should make a corresponding modification of sharing incentive intensity according to the estimation of tolerance degree to fault-tolerant environment by itself and its members, so as to reduce the knowledge input of organization. The findings obtained from this study provide a novel idea and method for the design of incentive mechanism of innovation failure knowledge sharing of virtual research organization.

Impact of length of stay in psychiatric intensive care on the episode trajectory

2021 ◽  
Author(s):  
H. Thomas de Burgh ◽  
Jeremy McCabe ◽  
Kamal Gupta
Keyword(s):  
Intensive Care ◽  
Length Of Stay ◽  
Extended Period ◽  
Post Discharge ◽  
Readmission Rates ◽  
Rapid Turnover ◽  
Complex Patients ◽  
Step Down ◽  
The Uk ◽  
Relationship Of

Background: Length of stay (LOS) on admission to psychiatric intensive care in the UK varies widely, with few studies examining the relationship of LOS to clinical outcomes. Data from two South London male PICUs delivering care with the contrasting philosophies of rapid turnover versus slower stepdown were investigated to determine if additional LOS correlated with clinical benefit.Method: Data on admissions to the PICUs were collected over six months and assessed for outliers and then for variance using Levene’s test. The variables were compared using independent samples t-tests. Pearson correlations were alsocalculated for the major variables.Results: Mean LOS was 8.4 days higher on PICU 1 (p = 0.026) and readmission rates to hospital 6 months post discharge were 27% higher on PICU 1 (p = 0.025). There were no strong correlations between LOS on either PICU and the other five variables examined.Conclusion: It was intuitive to expect better outcomes in the PICU with a slower turnover where complex patients could receive an extended period of re-evaluation of pharmacological treatments and engagement with services and could achieve a fuller recovery from the episode. However, this group had no reduction in LOS following step-down to the wards, readmission rates to PICU during in the index episode or re-hospitalisation six months following discharge. The PICU with a policy of rapid-turnover, concentrating on reducing acuity and risk and rapid step down, was equally effective on the measures evaluated.

scholarly journals Blogging Beyond the PDF

2010 ◽  
Author(s):  
Martin Fenner
Keyword(s):  
Knowledge Sharing ◽  
Open Source ◽  
Scientific Knowledge ◽  
San Diego ◽  
Source Code ◽  
Open Source Code

Four weeks ago I wrote about the Beyond the PDF workshop that is planned for January in San Diego. The goal of the workshop is to identify a set of requirements, and a group of willing participants to develop open source code to accelerate scientific knowledge sharing. ...

scholarly journals La relación entre conocimiento común y conocimiento científico en el contexto de la enseñanza, aprendizaje y cambio conceptual de las ciencias

2017 ◽  
Author(s):  
Alfonso Claret Zambrano
Keyword(s):  
Scientific Knowledge ◽  
Research Question ◽  
Hard Core ◽  
Conceptual Structure ◽  
Research Approach ◽  
Previous Knowledge ◽  
Research Problems ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

This paper analyses the research approach on the relationship between scientificscholar knowledge of the teacher and common previous knowledge of students inschool within the context of teaching, learning and conceptual change in sciences.The paper shows two sections: the first is about conceptual historical development ofthe research question. ln this sense the first question was How the students learnsciences and its transformation into the second, third , fourth and fifth question wasjustified on the light of the reading of the following works, mainly: Piaget, A usubel ,Driver, Vygotsky, and Bachelard, Canguilhem, Kuhn, Lakatos, Popper and othersauthors. The second explains the research question taking into consideration themeaning of the teacher, the pupil and the scientific knowledge in the classroom. Forthis purpose it is necessary to design a conceptual structure in order to analyze therelations, the concepts and the research problems of the teaching, learning andassessment in sciences. The structure shows the relationship of the teacher and thepupilas knowledge relationship. This is the cause why scientific knowledge must beconsidered as the hard core of the science teaching. But scientific knowledge in thiscase is seen as a product of the its historical and epistemological development andthe way as scientific knowledge changes in science is the basis forthinking aboutconceptual change of students in the classroom. The paper ends showing the aimsof the researcher engaged in this approach.

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