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Research on consumer technology adoption has predominantly focused on technology acceptance models; the role of consumers' affective states and individual characteristics has largely remained underexplored. Drawing on the Mood-Behavior Model and the Affect Infusion Model, this research suggests that consumers' mood is an important factor that influences their decision to adopt in-store m-payment services. More importantly, the nature of this impact differs depending on two individual characteristics: consumers' decision-making style (maximizer/satisficer) and need for gratification. A scenario-based experiment (n = 322) provides empirical evidence for the significance of consumers' affective states in their judgements and decisions. When experiencing positive mood, those satisficers who have a higher need for gratification are more likely to use m-payment services. In contrast, in a negative mood state, maximizers with a higher need for gratification are more inclined to use m-payment. The findings contribute to the literature by demonstrating that mood is an important determinant of technology adoption and that consumers' individual characteristics define how positive and negative mood can influence their adoption decisions in different ways. The results also inform managers on an interesting consumer segmentation approach based on consumers’ decision-making style and need for gratification when promoting in-store m-payment services.

The current study examined the differential impact of playing a violent multiplayer online game in the co-player mode compared to the single mode on children's subsequent prosocial behavior. Satisfaction of the psychological needs of competence, relatedness, positive-emotions, and enjoyment was examined as possible mediator of the hypothesized effect of cooperative violent game on prosociality. The sample was composed of 845 nine to twelve-year-olds who were randomly allocated to a 2 (game content: violent versus neutral) X 2 (game mode: single-versus co-player) between-subjects design. After playing one type of video game, the participants were asked to engage in two types of prosocial tasks where they could provide assistance to the experimenter and donate money to charity. Compared to the single-player conditions, the participants in the cooperative conditions engaged in more prosocial behaviors. The violent co-player condition was associated with more helping behaviors than the neutral co-player condition. Increased satisfaction of psychological needs was shown to act as a mediator. The social context and the psychological experience influenced the participants' prosocial behavior more than the formal content of the game.

This research seeks to understand how people perceive and respond to structural factors and different types of disclosure on Facebook when evaluating the profile of someone they have never met offline. Using a 2 × 3 × 2 between-subjects experimental design, this research explored the relationship between friend adding (add; no add), levels of self-disclosure (low, medium, high), and sex of the Facebook profile owner (male; female) on feelings of interpersonal liking, future behavioral intentions to interact, and homophily. Results indicated that friend adding and higher levels of self-disclosure led to greater feelings of interpersonal liking and homophily amongst both male and female participants. In addition, males tended to view other male profiles with moderate amounts of disclosure and female profiles with the highest amount of disclosure most favorably. Theoretical and practical implications are discussed.

The present study adopts the Communication Privacy Management theory and investigates the factors that influence the extent of private information disclosure of Facebook mobile phone users. Using a sample size of 488 adult mobile phone users, the study further investigates the differential impact of age on the extent of private information disclosure. Results from the logistic regressions run reveal that use of smartphones to access social networking sites, use of multiple social networks, and being female decrease the likelihood of private information disclosure. In addition, usability problems increase the likelihood of information disclosure by older adults. The analyses show no association between perceived benefit and private information disclosure.

The purpose of the current study was to test the differential impact of two forms of metacognitive prompts on knowledge acquisition and application during simulation-based training. Participants in the experimental conditions were prompted to construct sentences by connecting declarative words (Words Group) or conceptual phrases (Phrases Group) related to the training material from two columns. Performance was then compared across conditions during an assessment scenario that did not include prompting. Overall, results provide support for the effectiveness of metacognitive prompting generally, when compared to the Control Group that did not receive prompting. Further, some support was found for providing word-based prompts over more conceptual phrase-based prompts, suggesting that the phrases may have distracted or overloaded learners. Implications for further investigation into the effects of different types of metacognitive support are discussed.

This study focuses on stimulating social knowledge construction in e-discussions and examines the introduction of five roles: starter, summariser, moderator, theoretician, and source searcher. Asynchronous discussion groups of 10 1st-year students Instructional Sciences were organised to foster students' processing of the learning content. Four successive authentic tasks of three weeks each were presented. Taking into account the moment of introduction of the role assignment (at the start of the discussions versus at the end), the differential impact of the roles on knowledge construction is studied through quantitative content analysis based on the interaction analysis model of Gunawardena, Lowe, and Anderson (1997). The results show a positive effect of role assignment on students' social knowledge construction at the start of the discussions. This implies that roles should be introduced at the start of the discussions and can be faded out towards the end. With respect to the differential impact of the roles, the results show that messages from moderators, theoreticians, and summarisers reflect higher levels of knowledge construction at the start of the discussions. Even students without a role in role-supported groups benefit from the role introduction.