Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners


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Kilic-Cakmak E.

AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, vol.26, no.2, pp.192-208, 2010 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 26 Issue: 2
  • Publication Date: 2010
  • Doi Number: 10.14742/ajet.1090
  • Title of Journal : AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
  • Page Numbers: pp.192-208

Abstract

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.