认知评价与信息寻求成就情绪:瑞典小学教师学生的质性研究

IF 1.7 3区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE Journal of Documentation Pub Date : 2023-10-19 DOI:10.1108/jd-05-2023-0100
Claes Dahlqvist, Christel Persson
{"title":"认知评价与信息寻求成就情绪:瑞典小学教师学生的质性研究","authors":"Claes Dahlqvist, Christel Persson","doi":"10.1108/jd-05-2023-0100","DOIUrl":null,"url":null,"abstract":"Purpose Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills. Design/methodology/approach In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions. Findings Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions. Originality/value The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.","PeriodicalId":47969,"journal":{"name":"Journal of Documentation","volume":"8 1","pages":"0"},"PeriodicalIF":1.7000,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cognitive appraisals and information-seeking achievement emotions: a qualitative study of Swedish primary teacher students\",\"authors\":\"Claes Dahlqvist, Christel Persson\",\"doi\":\"10.1108/jd-05-2023-0100\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Purpose Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills. Design/methodology/approach In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions. Findings Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions. Originality/value The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.\",\"PeriodicalId\":47969,\"journal\":{\"name\":\"Journal of Documentation\",\"volume\":\"8 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-10-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Documentation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/jd-05-2023-0100\",\"RegionNum\":3,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Documentation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jd-05-2023-0100","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 0

摘要

小学教师在培养学生成功的未来中起着至关重要的作用。因此,了解小学教师学生的学习过程,包括信息寻求技能的成就,是至关重要的。本文的目的是为了更好地理解认知评价和情绪在建构主义学习和实现信息寻求技能过程中的相互作用。设计/方法/方法对6名瑞典小学教师学生进行了深入的半结构化访谈。定性数据的分析以Kuhlthau的信息搜索过程模型、Scherer的情绪语义空间和Pekrun的成就情绪控制价值理论为指导,采用演绎和理论驱动的方法。愤怒/沮丧、享受和无聊被认为是活动情绪,而焦虑、绝望和希望被认为是预期结果情绪。回顾结果发现的情绪是骄傲、喜悦、感激、惊讶和宽慰。诱发成就情绪的评价为控制性评价不确定性/确定性(活动和预期结果)和自我/他人评价(回顾性),价值性评价消极/积极内在动机(活动)和失败/成功评价(前瞻性和回顾性)。评价和情绪之间的相互作用是复杂和动态的。每个过程都是独特的、非线性的和迭代的,而且评估并不总是能引起情绪。原创性/价值本研究在评价理论和日内瓦影响标签编码器的应用方面对信息行为研究具有理论和方法意义。此外,它对学术图书馆教授信息寻求技能也有实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Cognitive appraisals and information-seeking achievement emotions: a qualitative study of Swedish primary teacher students
Purpose Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills. Design/methodology/approach In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions. Findings Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions. Originality/value The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Documentation
Journal of Documentation INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
4.20
自引率
14.30%
发文量
72
期刊介绍: The scope of the Journal of Documentation is broadly information sciences, encompassing all of the academic and professional disciplines which deal with recorded information. These include, but are certainly not limited to: ■Information science, librarianship and related disciplines ■Information and knowledge management ■Information and knowledge organisation ■Information seeking and retrieval, and human information behaviour ■Information and digital literacies
期刊最新文献
Dancing with the devil: the use and perceptions of academic journal ranking lists in the management field From amused to : enriching mood metadata by mapping textual descriptors to emojis for fiction reading The in-between: information experience within human-companion animal living environments Influence of Dervin’s sensemaking methodology determined through citation context analysis, content analysis and bibliometrics Toward an extended metadata standard for digital art
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1