An Empirical Field Study of the Yield Shift Theory of Satisfaction

Briggs, Robert O.; Reinig, Bruce A.; Vreede, G. J. De

doi:10.1109/hicss.2014.69

Cited by 6 publications

(13 citation statements)

References 21 publications

(21 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These two dependent variables are measured with a five-item, five-score Lickert scale which has been verified in previous studies (Reinig et al, 2009;Briggs et al, 2008;Briggs et al, 2014) respectively. Items of SP are:…”

Section: Dependent Variablesmentioning

confidence: 75%

See 1 more Smart Citation

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

Cheng

Huang

Zarifis

2016

IRRODL

View full text Add to dashboard Cite

On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants' responses on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, a comparison study of online collaborative learning with and without thinkLets is implemented, and the satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

show abstract

Section: Dependent Variablesmentioning

confidence: 75%

“…Both of them are measured with a four-item, five-score semantic anchor scale which has been verified in previous studies (Sindhav, 2011;Briggs et al, 2014 Response.…”

Section: Interdependent Variablesmentioning

confidence: 88%

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

Cheng

Huang

Zarifis

2016

IRRODL

View full text Add to dashboard Cite

show abstract

“…All requirements address particular aspects of the mobile learning application and provide detailed insights into student expectations toward such an application. We conducted a survey with the workshop participants based on the general workshop assessment (Briggs et al 2014) to measure their satisfaction with the collaboration process. The survey tested the participants' perceived satisfaction with the workshop process and outcome (Briggs et al 2014).…”

Section: Requirements From Focus Group Workhopsmentioning

confidence: 99%

“…We conducted a survey with the workshop participants based on the general workshop assessment (Briggs et al 2014) to measure their satisfaction with the collaboration process. The survey tested the participants' perceived satisfaction with the workshop process and outcome (Briggs et al 2014). All items were measured on a 7-point Likert scale.…”

Section: Requirements From Focus Group Workhopsmentioning

confidence: 99%

It's About Understanding Each Other's Culture Improving the Outcomes of Mobile Learning by Avoiding Culture Conflicts

et al. 2016

View full text Add to dashboard Cite

Mobile learning enables learners to integrate learning activities into daily routines. Information systems research emphasizes that technology-mediated learning (TML) has to be adapted to cultural differences. Integrating a mobile learning application into a new context can cause conflicts as values embedded in the mobile learning application can conflict with values of the context in which it is introduced. With this paper, we propose a theory-driven design approach to avoid culture conflicts in mobile learning. Based on the implementation of a mobile learning application in Chinese vocational schools, we derive requirements from IT-culture conflict theory as well as practice, which are addressed with design elements and implemented in the application. Our results show that cultural adaptation leads to improved cognitive learning outcomes. As a practical contribution, we provide guidance on how to overcome culture conflicts; as a theoretical contribution, we contribute to the exploration of culture in the usage of TML.

show abstract

“…In addition to CoR theory, several other theoretical perspectives support the notion of meeting lateness as a draining experience for those individuals who are on time. In particular, we draw from goal-setting theory (Locke & Latham, 1990) and yield shift theory (e.g., Briggs, Reinig, & De Vreede, 2014) to derive expectations on the ways in which meeting lateness affects individual reactions to meeting lateness.…”

mentioning

confidence: 99%

Well, Now What Do We Do? Wait . . .: A Group Process Analysis of Meeting Lateness

Lehmann‐Willenbrock

Allen

2017

International Journal of Business Communication

View full text Add to dashboard Cite

Workplace meetings start late all the time for a number of reasons. When participants are kept waiting, this can be experienced as a drain of personal resources. In this article, we integrate perspectives from conservation of resources theory, individual goal setting, group problem solving, and temporal dynamics to derive predictions regarding individual attendees’ meeting experiences and behavioral group communication patterns under conditions of meeting lateness. We conducted an experiment using 32 student groups in which 16 groups started their meeting on time, while 16 started their meeting 10 minutes late. We found that late meetings were less satisfying than on time meetings. Using videotaped meeting interactions, we analyzed the group dynamics at the micro-level of conversational utterances. Controlling for meeting duration, groups in the lateness condition showed substantially less solution-focused communication overall, less idea elaboration, less in-depth problem descriptions, and fewer socioemotional support statements than groups who started on time. Furthermore, lag sequential analysis revealed distinctly different temporal communication patterns. We discuss research implications for understanding meeting experiences through a conservation of resources lens as well as practical implications for managing group communication processes in workplace meetings.

show abstract

An Empirical Field Study of the Yield Shift Theory of Satisfaction

Cited by 6 publications

References 21 publications

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

It's About Understanding Each Other's Culture Improving the Outcomes of Mobile Learning by Avoiding Culture Conflicts

Well, Now What Do We Do? Wait . . .: A Group Process Analysis of Meeting Lateness

Contact Info

Product

Resources

About