Understanding information-seeking achievement emotions: exploring a cognitive appraisal theory framework

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Introduction. Given the limited body of literature on information-seeking emotions in library and information science research in general and relative to appraisal theories in an educational context, the findings of this paper will make a valuable conceptual and theoretical contribution to the field. The paper explores a proposed appraisal theory framework for understanding the information-seeking emotions of higher education students in learning and achieving information-seeking skills. Studying this process is crucial for academic success and future research-informed practice.
Method. The relevance of applying the framework, Scherer´s (2005) semantic space of emotions and Pekrun´s (2006) control-value theory of achievement emotions, is presented, elucidated and discussed. Concepts, elements, structure and dynamics of the theories are presented.
Analysis and results. The framework offers an understanding and explanation of the nature of information-seeking emotions and their interplay with cognitive appraisals in the complex constructivist learning process of achieving information-seeking skills.
Conclusion. Viewed together, the framework has the potential to be an appropriate analytical tool to investigate information-seeking emotions in the process of learning and achieving information-seeking skills.
Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalInformation Research
Issue numberSpecial issue
Publication statusPublished - 30 Oct 2022
MoE publication typeA4 Article in a conference publication
EventInternational Conference on Conceptions of Library and Information Science - Metropolitan University, Oslo, Norway
Duration: 29 May 20221 Jun 2022


  • Information seeking behaviour
  • Information literacy
  • Achievement emotions
  • Information seeking emotions


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