Towards Smart Innovation for Information Systems and Technology Students: Modelling Motivation, Metacognition and Affective Aspects of Learning

Abstract

Literature identified multiple factors, which promote Innovative Behavior (IB) among employees. The problem stated is that facilitating the development of IB among undergraduate Information Technology (IT) Higher Education Institution (HEI) learners is, however, not well understood. The proposed scheme or solution included addressing this literature gap through an examination of how motivation, metacognition and affective aspects of learning, as components of Cognitive and Metacognitive Strategies (CMSs), act as antecedents of IB, via the action of Knowledge Sharing Behavior (KSB). Models of teaching and learning, as well as aspects related to motivational diagnosis and feedback that promote metacognition, motivation and affect, were considered. The research employed a quantitative cross-sectional survey, with the subjects being 268 learners enrolled in IT programs, from seven Kenyan public HEIs. Data collected using a questionnaire, together with a 2,000-bootstrap sample generated, tested standardized total, direct and indirect effects. Major findings are summated in a structural equation model for learners in an educational context, which largely supported all hypotheses. Findings also revealed that CMSs acted as a significant driver of KS and IB among undergraduate IT learners. The conclusions include recommendations, which enable HEI managers to leverage attributes of IB antecedents, including tasks and problem-solving processes, in learning contexts.