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

Forskningsoutput: TidskriftsbidragKonferensartikelVetenskapligPeer review

2 Citeringar (Scopus)
34 Nedladdningar (Pure)


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.
Sidor (från-till)1-15
Antal sidor15
TidskriftInformation Research
NummerSpecial issue
StatusPublicerad - 30 okt. 2022
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangInternational Conference on Conceptions of Library and Information Science - Metropolitan University, Oslo, Norge
Varaktighet: 29 maj 20221 juni 2022


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