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

• 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.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)