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

Abstract

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. 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. 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. 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.

Cognitive appraisals and information-seeking achievement emotions: a qualitative study of Swedish primary teacher students

“…This study makes a valuable contribution to the limited body of literature on emotions identified by researchers in information-seeking behaviour research in general (e.g. Krakowska, 2020; Lopatovska and Arapakis, 2011; Savolainen, 2015b) and regarding teacher students in particular (Dahlqvist, 2021a, b and 2022). Increased knowledge of the fundamentally important role emotions play in formal and higher education contexts, especially an in-depth understanding of the qualitative nuances and variations of primary teacher students' experienced appraisals and emotions in the process of achieving information-seeking skills.…”

“…However, there is still a limited body of literature on emotions, as noted by several researchers (e.g. Dahlqvist, 2021a, b and 2022; Krakowska, 2020; Lopatovska and Arapakis, 2011; Savolainen, 2015a; Savolainen, 2015b). Despite this lack of research, there are several valuable LIS and IB contributions.…”

“…In another review, Dahlqvist (2021a, b and 2022) thematically analysed teacher students' information-seeking behaviours and information literacies, with a focus on information-seeking emotions. Four studies were identified.…”

“…The semantic space of emotions (SSE) and the control-value theory of achievement emotions (CVT) contribute with explanations of the interplay between the realms of thoughts and feelings in the ISP model from an appraisal theory perspective. The relevance of applying SSE and CVT in relation to the achievement of information-seeking skills, has been discussed more thoroughly elsewhere (Dahlqvist, 2021a, b and 2022).…”

“…Information searching and seeking appeared rather frequently in the 35 identified articles, as well as high school and doctoral students. Another category identified was Kuhlthau's ISP model. In another review, Dahlqvist (2021a, b and2022) thematically analysed teacher students' information-seeking behaviours and information literacies, with a focus on information-seeking emotions. Four studies were identified.…”