激励教学法在IT专业课双语教学中的应用

本文论述了在IT专业课双语教学中使用激励教学法的目的和意义,提出了英文氛围下的奖励激励、个体和团队竞争激励、西方文化中的赏识激励、职业方向和榜样角色的目标激励以及教学内容和方法上的兴趣激励等多种激励思想和方案,旨在探索在IT专业课教学中进行双语教学的成功之路。     

Need for Cognition, Task Complexity, and Job Satisfaction

The relationship between need for cognition and task complexity was tested with 37 work teams in the Korean civil engineering management industry. Individual team members’ job satisfaction was predicted by an individual factor (the interaction between individual need for cognition and individual task complexity) and a team factor (team need for cognition). Individuals high in need for cognition were more satisfied with their jobs when they perceived their task to be complex. Individual team members who belong to teams high in team need for cognition were more satisfied with their jobs, regardless of team task complexity. Regarding the relationship between team type and individuals, it was found that for individual members of teams high in both team need for cognition and in task complexity, individuals’ job satisfaction was positively related to their individual need for cognition and also to their individual task complexity. These and other findings are discussed in detail and implications for the findings are provided.     

Investigating Users' Extrinsic Motivation for Green Personal Computing

This study measures users' intention to practice green personal computing and tests their extrinsic motivations for green personal computing. We develop a theoretical framework in which four extrinsic motivation factors (i. e., integrated regulation, introjected regulation, identified regulation, and external regulation) are combined with the theory of reasoned action. We then examine their relationships using structural equation modelling. Our results reveal the significant roles of both integrated and identified regulations in influencing users' attitude toward green personal computing. We have also confirmed the positive impacts of both introjected and external regulations on subjective norms about green personal computing. Both attitude and subjective norms are proved to be positively related to users' intention to practice green personal computing. These four extrinsic motivation factors also exert significant indirect effects on behavioral intention of green personal computing through attitude and subjective norms.     

Extrinsic and intrinsic motivation for using a booth recommender system service on exhibition attendees’ unplanned visit behavior

Our study on unplanned behavior theory examines the effect of the booth recommender system (BRS) service on exhibitions arising from either extrinsic or intrinsic motivation. Previous studies have ignored the importance of the unplanned behavioral effectiveness through a BRS service that joins extrinsic and intrinsic motivations to deliver unexpected outcomes at exhibitions. In this paper, we propose a model for the impact of BRS service in which the perception of usefulness and the threats to freedom of choice mediate the effect of both extrinsic and intrinsic motivation on unplanned booth visit behavior. We collected data from 101 exhibition visitors and analyzed the data using the partial least squares (PLS) method. Our findings indicate that intrinsic motivations (escape, event attractions) are significantly related to both the perceived usefulness of the BRS service and the threats to freedom of choice, while extrinsic motivation (information gain) were not significantly related to those characteristics. The perceived usefulness of the BRS service directly mediates the effect of escape and event attractions on unplanned booth visit behavior. The results and implications of these findings are further discussed in the paper.     

Self-disclosure and student satisfaction with Facebook

The purpose of the current study was to extend existing research examining the specific motives for creating and maintaining Facebook, and to connect these motives to users’ levels of self-disclosure and satisfaction with Facebook. Undergraduate students identified their reasons for using Facebook, privacy and self-disclosure settings, and satisfaction with Facebook’s ability to meet these motivational needs. Results indicated that the most common motives for using Facebook were relationship maintenance, passing time, and entertainment, although gender differences in motives for creating a Facebook page were observed. Males and females also differed in the overall level of self-disclosure as well as the type of information presented on their Facebook pages. Levels of self-disclosure, but not privacy levels, were associated with greater levels of satisfaction with Facebook to meet certain motivational goals.     

The role of perceived organizational support,distributive justice and motivation in reactions to new information technology

Despite tremendous investments in information technology (IT), many technological interventions in organizations fail because employees do not fully accept and use IT. The present study explored how perceived organizational support and distributive justice affect employee reactions to new IT from a motivational point of view. Self-determination theory was used to understand how different motivational styles, varying in degree of self-determination, mediate the relationship of perceived organizational support and distributive justice with reactions to new IT. Results showed that perceived organizational support and distributive justice were associated with intrinsic and identified motivation to use the IT, but only POS was related to enjoyment and acceptance of the IT. Intrinsic and extrinsic motivation were both associated with IT usage, but IT usage was associated with enjoyment and acceptance only when people were intrinsically motivated. Intrinsic motivation also mediated the effects of POS on enjoyment and acceptance. Moreover, intrinsically motivated users were less likely to use a paper-based appointment booking alternative than those who were not. Implications for managing IT implementations are discussed.     

浅析校企合作办学模式在独立学院中的应用

独立学院是我国高等教育顺应社会主义市场经济体制改革、适应日益增长的教育需求和自身由＂精英教育＂向＂大众化教育＂过渡的产物,也是我国公立高校解决自身发展中面临的一些深层次矛盾的有效途径。在全国高校类型体系中,独立学院属于教学型学院,其人才培养目标定位在应用型人才上,要求学生具备较丰富理论知识的同时,还要具备一定的实践动手能力。＂校企合作＂的办学模式是独立学院向社会输出有竞争力人才的有效保证,也是企业培养高技能、较强实践型人才的需要。随着就业形势的日益严峻和人才市场竞争的日趋激烈,独立学院的毕业生也面临着巨大的就业压力,而校企合作的办学模式则可以达到学校、企业、学生的＂三赢＂模式。本文研究和探讨了独立学院＂校企合作＂办学模式的动因、发展现状以及目前存在的问题,并提出了解决问题的方法。     

A demands-resources model of work pressure in IT student task groups

This paper presents an initial test of the group task demands-resources (GTD-R) model of group task performance among IT students. We theorize that demands and resources in group work influence formation of perceived group work pressure (GWP) and that heightened levels of GWP inhibit group task performance. A prior study identified 11 factors relating to the task, group, individual, or environment as source factors to GWP. We extended this research by creating and validating scales for each source factor within an integrated GWP instrument. We then applied the instrument in an initial test of the GTD-R model. Results show the GTD-R model provides good predictions of GWP and group task performance. In addition we find GWP, task complexity, and time pressure factors to be higher in IT tasks vs. non-IT tasks described by our student participants. The findings extend demands-resources research from its prior focus on job burnout and exhaustion in individual tasks to incorporate less-intense pressure levels and group task contexts.     

Motivations of Wikipedia content contributors

Rapidly developing web technologies have increased the prevalence of user-generated Internet content. Of the many websites with user-generated content on the Internet, one of the most renowned is Wikipedia, which is the largest multilingual free-content encyclopedia written by users collaboratively. Nevertheless, although contributing to Wikipedia takes time and knowledge, contributors are rarely compensated. As a result, there is a need to understand why individuals share their knowledge in Wikipedia. The aim of this study was to evaluate the effects of both conventional and self concept-based motivation on individual willingness to share knowledge in Wikipedia. After performing an online questionnaire survey, SEM was applied to assess the proposed model and hypotheses. The analytical results showed that internal self-concept motivation is the key motivation for knowledge sharing on Wikipedia.