Understanding the Antecedents and Consequences of E-Government Service Quality: Transactional Frequency as a Moderator of Citizens’ Quality Perceptions
Why this work is in the frame
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Bibliographic record
Abstract
Difficulties in defining as well as understanding the antecedents and consequences of e-government service quality have stymied the design of efficacious e-government websites. This study presents a definition and model of e-government service quality that bridges the gap between e-government and marketing literatures. We then explore the delineation between service content and delivery quality as antecedents of e-government service quality. While service content quality deals with what service is a citizen receiving from an e-government website, service delivery quality pertains to how well he/she is accessing it. Drawing on the concept of value in marketing literature, we further position transactional frequency as a moderator of citizens’ quality perceptions towards e-government websites. As transactional frequency increases, citizens tend to place greater emphasis on the effectiveness of content functionalities such that the positive impact of service content quality on overall service quality is amplified. The same relationship is observed for service delivery quality when transactional frequency is low. We then develop and empirically test hypotheses from an egovernment service quality model on a sample of 647 existing e-government service users. All hypothesized relationships are supported, thereby attesting to the saliency of the constructs and validity of the relationships represented in this model.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it