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The number of firms that intend to invest in big data analytics has declined and many firms that invested in the use of these tools could not successfully deploy their project to production. In this study, we leverage the valence theory perspective to investigate the role of positive and negative valence factors on the impact of bigness of data on big data analytics usage within firms. The research model is validated empirically from 140 IT managers and data analysts using survey data. The results confirm the impact of bigness of data on both negative valence (i.e., data security concern and task complexity), and positive valence (i.e., data accessibility and data diagnosticity) factors. In addition, findings show that data security concern is not a critical factor in using big data analytics. The results also show that, interestingly, at different levels of data security concern, task complexity, data accessibility, and data diagnosticity, the impact of bigness of data on big data analytics use will be varied. For practitioners, the findings provide important guidelines to increase the extent of using big data analytics by considering both positive and negative valence factors. 相似文献
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消费者对品牌延伸与母品牌之间契合度的知觉既可能依据品牌层面信息,也可能依据品类层面信息。实验结果表明:独立我对高品牌、低品类契合度的品牌延伸评价更好,依存我对低品牌、高品类契合度的品牌延伸评价更好。研究还发现品牌的文化独特性对不同自我建构被试的品牌延伸评价的影响超越了不同类型的延伸契合度的影响,而品牌、品类层面信息对不同自我建构被试契合度知觉的诊断性差异是导致这些现象的主要原因。 相似文献
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The aim of this Introduction to the Special Issue ‘Bridging Cognitive Load and Self-Regulated Learning Research’ is to explore how cognitive load theory, which is particularly relevant for how learners deal with complex information, and self-regulated learning theory, which is particularly relevant for how learners use information to monitor and control their learning, can be combined into one joint research paradigm that is relevant for contemporary and future developments in education. The first two sections introduce cognitive load theory and self-regulated learning theory. The third section discusses the main similarities and differences between the theories, and describes how the cue-utilization framework can be used as the basis for a joint research paradigm. The main idea postulated is that new instructional methods should help learners identify diagnostic cues in available information that provide an accurate indication of where learners stand in relation to criterion task performance. Use of these diagnostic cues when monitoring learning will lead to better regulation of learning activities and of mental resources allocated, and thus to more efficient learning and higher learning outcomes.In the fourth section, the six studies and two commentaries presented in this special issue are positioned within this paradigm. In the fifth and final section, a common research agenda based on the joint CLT-SRL paradigm is sketched and its relevance for future developments is explained. The studies presented in this special issue and the two commentaries, which complete the Special Issue, should be seen as a very first step in executing this research agenda. 相似文献
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This study examines the effects of different product presentation strategies (i.e., alternative- vs. attribute-based) on consumer responses to diagnostic and serendipitous website experiences. Drawing on the accessibility-diagnosticity framework, we propose that different types of information presentation strategies lead consumers to differently evaluate a website as being diagnostic and serendipitous. The findings from three studies suggest that attribute-based presentations effectively increase consumer perceptions of website diagnosticity and serendipity compared with an alternative-based format. Both perceived diagnosticity and serendipity significantly contribute to consumers’ overall satisfaction with a website. Theoretical and practical implications are discussed. 相似文献
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We examined the effect of drawing sketches on metacomprehension accuracy of science texts for 5th grade (ages 10–11) students (Study 1: N = 60, Study 2: N = 62). Students either received instruction on drawing organizational sketches, which focused on capturing the relationships described in texts, or representational sketches, which focused on capturing details described in texts. They then read and drew sketches for texts, predicted their performance, and completed tests. They completed this procedure for five texts. Metacomprehension accuracy was greater for students instructed to draw organizational sketches than for students instructed to draw representational sketches or those in a control group who did not draw (Study 2). Performance on comprehension tests was also greater for students instructed to draw organizational sketches than for students in other groups. The superior metacomprehension accuracy was explained in terms of the cue-utilization framework of metacognitive monitoring (Koriat, 1997). 相似文献
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