Students' information literacy self-efficacy: An exploratory study

被引:36
作者
Aharony, Noa [1 ,2 ]
Gazit, Tali [3 ]
机构
[1] Bar Ilan Univ, Sch Educ, Ramat Gan, Israel
[2] Bar Ilan Univ, Sch Informat Sci, Ramat Gan, Israel
[3] Bar Ilan Univ, Dept Informat Sci, IL-5290002 Ramat Gan, Israel
关键词
Cognitive appraisals; exploratory study; information literacy; motivation; openness to experience; self-efficacy; INTRINSIC MOTIVATION; PERSONALITY-TRAITS; 5-FACTOR MODEL; FACILITATION; PERFORMANCE; PREDICTORS; WORKPLACE; EDUCATION; BEHAVIOR; ANXIETY;
D O I
10.1177/0961000618790312
中图分类号
G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];
学科分类号
1205 ; 120501 ;
摘要
The current study focuses on students' information literacy self-efficacy and investigated whether students estimate that they know how to handle and evaluate the vast amount of information they find on the Internet. The objectives of this study are to explore: (1) to what extent does the openness to experience variable explain students' information literacy self-efficacy?; (2) to what extent do the cognitive appraisals threat and challenge explain students' information literacy self-efficacy? and (3) to what extent does the variable of motivation explain students' information literacy self-efficacy? The research was conducted in Israel during the spring semester of the 2017 academic year and involved 136 students. Researchers used five questionnaires to gather data. Findings suggested that the personality characteristics of openness to experience, as well as threat and challenge, and motivation predicted students' information literacy self-efficacy.
引用
收藏
页码:224 / 236
页数:13
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