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Who are you and what do you value? Investigating the role of personality traits and customer-perceived value in online customer engagement

“…Nevertheless, the dominant stance in the literature regards engagement as a behavioural manifestation, on the basis that taking action is what really differentiates individuals who engage from those who do not (Kumar, Petersen, et al, 2010;Sawhney, Verona, & Prandelli, 2005;Verhoef, Frances, & Hoekstra, 2002). However, some studies see the concept as emotional (Catteeuw, Flynn, & Vonderhorst, 2007;Roberts & Davenport, 2002) or cognitive in nature (Guthrie & Cox, 2001), whereas others justify all three dimensions (Brodie et al, 2013;Calder, Malthouse, & Schaedel, 2009;Mollen & Wilson, 2010). This three-dimensional conceptualisation has also been adopted by other engagement research areas, namely employee engagement (Macy & Schneider, 2008;May, Gilson, & Harter, 2004), job and organisation engagement (Koyuncu, Burke, & Fiksenbaum, 2006;Saks, 2006;Schaufeli, Salanova, Gonzalez-Roma, & Bakker, 2002;Seppälä et al, 2009).…”

Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn

“…It should be noted that a common criticism of design experiments is that because they manipulate multiple aspects of teaching, they do not decisively test the effects of any one variable. However, this is inevitable: Elements such as program organization, curriculum content, teaching methods, and assessment methods are part of an integrated system, so that a change in one requires and causes changes in the others (Barab, 2006;Confrey, 2006;Guthrie & Cox, 2001).…”

“…Although these constructs are not identical (see Hidi & Harackiewicz, 2000, for a comparison), they are conceptually similar in that each includes positive affect and is thought to contribute to text quality (e.g., Graham, Berninger, & Fan, 2007;Knudson, 1995), so our intention was not to choose among them. Instead, we implemented practices thought to contribute to motivation, such as integrating writing instruction into disciplinary subjects, writing for authentic purposes, teaching writing strategies, writing for real audiences, and hands-on activities (cf., Bruning & Horn, 2000;Guthrie & Cox, 2001).…”

The Effect of Explicit Reading Strategy Instruction on Reading Comprehension of Upper Primary Grade Students

“…These were indications that students were actively engaged during the reading lessons. Previous research has shown that when teachers create learning environments that enable reading engagement to be extensive and satisfying, students' reading comprehension and their measurable achievement increases (Guthrie & Cox, 2001;Guthrie, 2004).…”