Using dual-process theory and cues of identifiability to explain supportive exchanges on social question and answer sites

Peterson, Ashley; Callejas, Michelle L. Acevedo

doi:10.1080/01463373.2021.1951790

Cited by 2 publications

(2 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, this research delves deeper into knowledge co‐creation from the STEM and non‐STEM topics by examining RNs, which are different from prior research investigating the counts, lengths, quality, and content of answers (Chua & Banerjee, 2015a; Jeng et al, 2017; Peterson & Acevedo Callejas, 2021). Our cross‐topic comparison of RNs explained contradictory findings in previous studies.…”

Section: Discussionmentioning

confidence: 89%

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Lee

Goh

2023

Asso for Info Science & Tech

View full text Add to dashboard Cite

In social Q&A, user‐generated questions can be viewed as goal expressions shaping the responses. Several studies have identified askers' goals from questions. However, it remains unclear how questions set goals for responders. To fill this gap, this research applies goal‐framing theory. Goal‐frames influence responses by attracting responders' attention to different goals. Eight question cues are used to identify gain, hedonic and normative goal‐frames. A total of 14,599 posts are collected. To investigate the influence of goal‐frames, response networks are constructed. Results reveal that gain goal‐frames attract interactions with questions, while hedonic, and normative goal‐frames promote interactions among responses. Further, topic types influence the effects of goal‐frames. Gain goal‐frames increase interactions with questions in Science, Technology, Engineering, and Mathematics (STEM) topics while hedonic and normative goal‐frames attract interactions in non‐STEM topics. This research leverages responders' perspectives to explain responses to questions, which are influenced by the goals set up by question cues. Beyond that, our findings enrich the empirical knowledge of social Q&A topics, revealing that the influence of questions varies across STEM and non‐STEM topics because the question cues for specifying goals are different in the two topics. Our research opens new directions to investigate questions from responders' perspectives.

show abstract

Section: Discussionmentioning

confidence: 89%

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Lee

Goh

2023

Asso for Info Science & Tech

View full text Add to dashboard Cite

show abstract

“…Fourth, prior studies mostly investigated the effect of questions by measuring the counts, lengths, quality, and content of answers (A. M. Peterson & Acevedo Callejas, 2021;Chua & Banerjee, 2015b;Jeng et al, 2017;Y. Zhao et al, 2021), losing sight of the diversity of responders' CQA participation types influenced by question cues.…”

Section: Problem Statement and Research Gapsmentioning

confidence: 99%

The effects of question cues on responses and responders in community question-answering: a goal-framing approach

View full text Add to dashboard Cite

show abstract

Using dual-process theory and cues of identifiability to explain supportive exchanges on social question and answer sites

Cited by 2 publications

References 40 publications

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Understanding user‐generated questions in social Q&A: A goal‐framing approach

The effects of question cues on responses and responders in community question-answering: a goal-framing approach

Contact Info

Product

Resources

About