Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners
AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, cilt.26, sa.2, ss.192-208, 2010 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 26 Sayı: 2
- Basım Tarihi: 2010
- Doi Numarası: 10.14742/ajet.1090
- Dergi Adı: AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.192-208
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors predicting information literacy self-efficacy of e-learning students. This study was carried out with 119 e-learners using the Information Literacy Self-efficacy Scale and the Motivated Strategies for Learning Questionnaire. Results indicate that metacognitive, effort management, elaboration and critical thinking strategies, as well as control belief, predict different dimensions of information literacy self-efficacy.