Social capital,human capital and parent–child relation quality: interacting for children’s educational achievement?

We analyse the utility of social capital for children’s achievement, and if this utility interacts with family human capital and the quality of the parent-child relationship. Our focus is on parental activities directly related to children’s school work. Our data stem from a Swedish cohort born in 1953 and consist of both survey and register data. We find that parents with more human capital tended to offer their children more social capital. OLS regressions showed that, when present, social capital was directly related to children’s grades and its utility for achievement did not depend on parents’ human capital. The utility of social capital was enhanced when combined with a very good parent-child relation.     

Behavioral innovation: Pilot study and new big data analysis approach in household sector user innovation

Innovation researchers have begun to look beyond how users develop tangible objects or product innovations and moved to investigate the existence and impact of intangible user-developed innovations in techniques and services in the household sector . In this paper, to incorporate technique and service innovations and other varieties of intangible innovations not yet described in the literature into an efficient and encompassing typology, we propose the new concept of intangible Behavioral Innovation as an overarching category that stands in contrast to tangible product innovation. Behavioral innovation is defined as consisting of one or a connected sequence of intangible problem-solving activities that provide a functionally novel benefit to its user developer relative to previous practice. We demonstrate in a pilot study using a relatively novel big data-gathering and semantic analysis approach that behavioral innovation exists and can be identified in user-generated content posted openly online in peer-to-peer discussion forums relating to household sector activities such as parenting. The preponderance (N = 138) of the 168 user innovations captured in our samples of discussion comments were intangible behavioral innovations, most of which were developed by women. The majority of behavioral innovations identified were diffused by their user developers in response to specific requests for help or advice from peers in their online community. Thus, incorporating the new concept of intangible behavioral innovation into studies of user innovation's scope and significance in the household sector can serve to clarify which users innovate in our communities of interest, what and how they innovate, why they are triggered to diffuse their innovations peer-to-peer, and how their innovative activities might impact social welfare.     

Treading new ground in household sector innovation research: Scope,emergence, business implications,and diffusion

Individual consumers in the household sector increasingly develop products, services and processes, in their discretionary time without payment. Household sector innovation is becoming a pervasive phenomenon, representing a significant share of the innovation activity in any economy. Such innovation emerges from personal needs or self-rewards, and is distinct from and complementary to producer innovations motivated by commercial gains. In this introductory paper to the special issue on household sector innovation, we take stock of emerging research on the topic. We categorize the research into four areas: scope, emergence, implications for business, and diffusion. We develop a conceptual basis for the phenomenon, introduce the articles in the special issue, and show how each article contributes new insights. We end by offering a research agenda for scholars interested in the salient phenomenon of household sector innovation.     

The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.