Ecological Modelling of Individual and Contextual Influences: A Person-in-Environment Framework for Hypothetico-Deductive Information Behaviour Research

Autor/in	Sin, Sei-Ching Joanna
Titel	Ecological Modelling of Individual and Contextual Influences: A Person-in-Environment Framework for Hypothetico-Deductive Information Behaviour Research
Quelle	In: Information Research: An International Electronic Journal, 20 (2015) 1, (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Environmental Influences; Statistical Analysis; Interaction; Academic Achievement; Access to Computers; Public Libraries; Context Effect; Access to Information; High School Students; Neighborhoods; Use Studies; Self Efficacy; Socioeconomic Status; Longitudinal Studies; Correlation + Suchen Sie Ihr Suchwort? Environmental influence; Umwelteinfluss; Statistische Analyse; Interaktion; Schulleistung; Public library; Stadtbücherei; Öffentliche Bibliothek; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Neighbourhoods; Nachbarschaft; Benutzerschulung; Self-efficacy; Selbstwirksamkeit; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation
Abstract	Introduction: This paper discusses the person-in-environment framework, which proposes the inclusion of environmental factors, alongside personal factors, as the explanatory factors of individual-level information behaviour and outcome. Method: The paper first introduces the principles and schematic formulas of the person-in-environment framework. It then presents the findings of an empirical verification study. Analysis: A multi-way ANOVA test was conducted to verify the person-in-environment framework. The main and interaction effects of eight individual and information environment variables on individual academic performance were tested. Results: Four main effects (baseline academic grade, outcome expectation, home computer resources, and public library usage) and two interaction effects (home computer resources x public library usage; public library usage x neighbourhood public library resource level) were significant. Conclusions: The person-in-environment framework framework can help identify significant environmental interaction effects that would have been missed in studies that included only personal factors. [This paper was published in: "Proceedings of ISIC: The Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic19.] (As Provided).
Anmerkungen	Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01