Why People are Involved in and Committed to Online Knowledge-Sharing Communities

2019 ◽  
Vol 27 (2) ◽  
pp. 78-101 ◽  
Author(s):  
Manli Wu ◽  
Lele Kang ◽  
Yani Shi ◽  
J. Leon Zhao ◽  
Liang Liang
Keyword(s):  
Knowledge Sharing ◽  
Interpersonal Trust ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Chinese Context ◽  
Research Gap ◽  
The Impact ◽  
Practical Implications ◽  
Norm Of Reciprocity

One challenge to the success of online knowledge-sharing communities relates to the participants' longtime participation. Literature has explored the determinants of initial participation rather than longtime participation despite significant differences between them. To fill this research gap, this article conceptualizes involvement and continuous commitment regarding longtime participation and examines their antecedents in the Chinese context. Extending the expectancy-value theory, knowledge-sharing expectancy, knowledge-sharing value, and knowledge-sharing affect are identified as antecedents of involvement and continuous commitment. This article further suggests that interpersonal trust and the norm of reciprocity are important contextual factors in the Chinese context that enhance the positive impacts of these antecedents on involvement and continuous commitment. Empirical results confirm most hypotheses. Interestingly, the impact of knowledge-sharing affect is not influenced by interpersonal trust or the norm of reciprocity. Both theoretical and practical implications are discussed.

How website browsing impacts expectations of store features

2019 ◽  
Vol 48 (1) ◽  
pp. 92-108 ◽  
Author(s):  
Philippine Loupiac ◽  
Alain Goudey
Keyword(s):  
Value Theory ◽  
Distribution Model ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Web Based ◽  
Content Type ◽  
Physical Channel ◽  
Strategic Role ◽  
The Impact

Purpose E-commerce has become a key component of brand retail strategies since the advent of omni-channel distributions. Many researchers have investigated the strategic role of e-commerce, and some recent articles show the importance of exploring the impact of this distribution model on consumer behaviour. However, there is no study focusing on how visits to a website create expectations of the shop. Relying on the expectancy-value theory and the omni-channel literature, the purpose of this paper is to fill this gap by focusing on how the digital channel can create expectations for the physical channel. Design/methodology/approach This study is based on 24 semi-directive interviews with consumers, and all interviews included a browsing session on a real website. The methodology consists of both a thematic analysis of the interviews and a lexicographic analysis of the verbatim. Findings The findings reveal that direct online experience on a website will create beliefs about the physical stores of the same brand. These beliefs will, in turn, influence consumer attitudes towards the store. The study is the first to highlight such a link between channels and to explain in detail how this relationship arises. Originality/value The main contribution of this work includes showing the existence of a strong link between web-based and physical retail. From a managerial perspective, the study suggests that, from an omni-channel perspective, the design of the website impacts expectations towards the physical store in terms of its atmosphere, its location, its merchandising and even its level of crowding.

scholarly journals Worth more than 1000 words: How photographs can bolster viewers’ valuing of biodiversity

2020 ◽  
Author(s):  
Hunter Gehlbach ◽  
Carly D Robinson ◽  
Christine Vriesema ◽  
Eddie Bernal ◽  
Ursula K. Heise
Keyword(s):  
Climate Change ◽  
Psychological Distance ◽  
Value Theory ◽  
Control Group ◽  
Expectancy Value Theory ◽  
Daily Lives ◽  
Expectancy Value ◽  
Willingness To Donate ◽  
The Impact ◽  
Theory Framework

Many individuals struggle to see, comprehend, and care about the planet’s accelerating loss of biodiversity. Scholars suggest that the impact of declining biodiversity remains emotionally and psychologically distant—similar to how many perceive climate change. Yet, because people see representations of species and habitats routinely throughout their daily lives, carefully selected images could make this issue feel less psychologically distant and/or more emotionally resonant. Leveraging photos that underscored the idea of “costs” within an expectancy-value theory framework, we tested a combination of preregistered and exploratory hypotheses through an online experiment (N = 843). Our goals were to understand whether viewing photographs of plants and animals (with and without captions) bolstered people’s valuing of biodiversity and willingness to donate to a nature-focused charity relative to a control group. Participants who viewed photographs (without captions) valued biodiversity more and donated more to the nature-focused charity. The negative emotions arising from the photographs may partially explain the impact of this treatment; reduced psychological distance does not.

scholarly journals Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness.

2014 ◽  
Vol 50 (5) ◽  
pp. 1442-1450 ◽  
Author(s):  
Jessica F. Magidson ◽  
Brent W. Roberts ◽  
Anahi Collado-Rodriguez ◽  
C. W. Lejuez
Keyword(s):  
Behavioral Activation ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value

Expectancy-value theory & preschool parental involvement in informal STEM learning

2021 ◽  
Vol 76 ◽  
pp. 101320
Author(s):  
Tricia A. Zucker ◽  
Janelle Montroy ◽  
Allison Master ◽  
Michael Assel ◽  
Cheryl McCallum ◽  
...  
Keyword(s):  
Parental Involvement ◽  
Value Theory ◽  
Stem Learning ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Informal Stem Learning

scholarly journals Teachers’ Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom

2015 ◽  
Vol 10 (3) ◽  
pp. 10 ◽  
Author(s):  
Tantri Sari Safitry ◽  
Teddy Mantoro ◽  
Media Anugerah Ayu ◽  
Ilza Mayumi ◽  
Ratna Dewanti ◽  
...  
Keyword(s):  
Communication Technology ◽  
Technology Implementation ◽  
Value Theory ◽  
Formal Training ◽  
Information Communication ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Classroom Activities ◽  
Teacher's Beliefs ◽  
Teachers Perspectives

The use of Information Communication Technology (ICT) in the classroom activities has become more famous to the teachers over the last decade. Many great deals of studies have proven the benefits of using ICT in the classroom. Unfortunately, there are evidences that the ICT reform efforts have failed due to teacher’s beliefs, skills and attitudes were never taken into consideration. The evidences found that most research only concern on students’ behalftowards ICT. Departing from that, this study tries to investigate the teachers’ perspectives and practices toward the use of ICT in their classroom activities. A survey was conducted to collect the data of the research. Using a revised expectancy-value theory called the Technology Implementation Questionnaire (TIQ), a questionnaire was administered among 20 elementary teachers. The findings revealed that there are still teachers who have more than 10 years experiences in teaching but they never got any formal training on using ICT. The lack of proficiency in ICT such as in using software, lack of technical support from the school also make them feel stressed out even though they have positive perspectives in applying ICT in their classroom activities.

scholarly journals Teaching strategies and value for STEM courses

2017 ◽  
Author(s):  
Virginia Gravina ◽  
Christopher Beswick ◽  
Kamden K Strunk
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Value Theory ◽  
Task Value ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Interest In Science ◽  
Subjective Task Value ◽  
And Mathematics ◽  
The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

scholarly journals Utilizing the Expectancy Value Theory to Predict Lecturer Motivation to Apply Culturally Responsive Pedagogies in Universities in Botswana

2021 ◽  
Vol 20 (7) ◽  
pp. 192-209
Author(s):  
Norman Rudhumbu ◽  
Elize du Plessis
Keyword(s):  
Structural Equation ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Significant Relationships ◽  
Confirmatory Factor ◽  
Heterogeneous Classes ◽  
Structured Questionnaire

The expectancy value theory (EVT) has been used in many studies to predict the motivation processes of individuals with regard to how they think and act in particular ways. Critical to how individuals think and act are the three elements of the EVT, namely the expectancy cognition (expectancy), instrumentality cognition (instrumentality) and valence. This study therefore seeks to establish whether the EVT could be used to predict and explain the motivation of lecturers to apply culturally responsive pedagogies (CRPs) in the teaching of culturally heterogeneous classes in universities in Botswana. Using a sample of 291 lecturers from three selected universities, the study employed a structured questionnaire for data collection. Confirmatory factor analysis (CFA) was used for data purification. Structural equation modelling (SEM) using AMOS version 22 was used for data analysis. The study established that the expectancy (β = .419; p < .001) and instrumentality (β = .315; p < .001) cognitions of lecturers as well as the valence (β = .268; p < .001) had a significant influence on the motivation of lecturers to apply CRPs in the teaching of culturally heterogeneous classes in universities. These results also showed significant relationships between expectancy cognition and valence (β = .316; p < .001) and also between instrumentality cognition and valence (β = .301; p < .001). These results therefore demonstrate that the EVT could be used to predict the motivation of lecturers in universities to apply CRPs in their teaching of culturally diverse university students.

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