TY - JOUR
T1 - Epistemic motivation, task reflexivity, and knowledge contribution behavior on team wikis
T2 - A cross-level moderation model
AU - Zhang, Xiaojie
AU - Fang, Yulin
AU - He, Wei
AU - Zhang, Yixiang
AU - Liu, Xinmei
N1 - Publisher Copyright:
© 2018 ASIS&T
PY - 2019/5
Y1 - 2019/5
N2 - A cross-level model based on the information processing perspective and trait activation theory was developed and tested in order to investigate the effects of individual-level epistemic motivation and team-level task reflexivity on three different individual contribution behaviors (i.e., adding, deleting, and revising) in the process of knowledge creation on team wikis. Using the Hierarchical Linear Modeling software package and the 2-wave data from 166 individuals in 51 wiki-based teams, we found cross-level interaction effects between individual epistemic motivation and team task reflexivity on different knowledge contribution behaviors on wikis. Epistemic motivation exerted a positive effect on adding, which was strengthened by team task reflexivity. The effect of epistemic motivation on deleting was positive only when task reflexivity was high. In addition, epistemic motivation was strongly positively related to revising, regardless of the level of task reflexivity involved.
AB - A cross-level model based on the information processing perspective and trait activation theory was developed and tested in order to investigate the effects of individual-level epistemic motivation and team-level task reflexivity on three different individual contribution behaviors (i.e., adding, deleting, and revising) in the process of knowledge creation on team wikis. Using the Hierarchical Linear Modeling software package and the 2-wave data from 166 individuals in 51 wiki-based teams, we found cross-level interaction effects between individual epistemic motivation and team task reflexivity on different knowledge contribution behaviors on wikis. Epistemic motivation exerted a positive effect on adding, which was strengthened by team task reflexivity. The effect of epistemic motivation on deleting was positive only when task reflexivity was high. In addition, epistemic motivation was strongly positively related to revising, regardless of the level of task reflexivity involved.
UR - http://www.scopus.com/inward/record.url?scp=85058458579&partnerID=8YFLogxK
U2 - 10.1002/asi.24129
DO - 10.1002/asi.24129
M3 - Article
AN - SCOPUS:85058458579
SN - 2330-1635
VL - 70
SP - 448
EP - 461
JO - Journal of the Association for Information Science and Technology
JF - Journal of the Association for Information Science and Technology
IS - 5
ER -