Farshad Parhamnia; Fatemeh Nooshinfard
Abstract
Background and Objectives: Today, information retrieval has been considered by researchers in various fields as an aspect of information behavior. Research suggests that informational behavior is formed in the social, psychological, and environmental contexts. There seems to be a find a link between ...
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Background and Objectives: Today, information retrieval has been considered by researchers in various fields as an aspect of information behavior. Research suggests that informational behavior is formed in the social, psychological, and environmental contexts. There seems to be a find a link between psychological factors and the field of behavioral information. One of the psychological factors that can make this connection possible is the issue of mindfulness. Therefore, the purpose of the present study is to analyze the relationship between mindfulness and the information-seeking behavior of graduate students of Kermanshah universities.Methodology: The present study is applied in terms of purpose and survey-descriptive in terms of data collection method. The statistical population of the study included graduate students of Razi University, Medical Sciences and Islamic Azad University, Kermanshah Branch. Sample size was obtained by stratified random sampling. The selection of the statistical population was purposeful. Data collection tools were performed using two questionnaires, including a 39-item short version Baer et al (2006) of the mindfulness scale. Furthermore, using the researcher-made questionnaire with 20 questions in the form of six subscales information-seeking behavior was measured. Data analysis was performed using Pearson test and multiple regression using SPSS software version 23.Finding: The Pearson correlation coefficient indicated that there was a significant relationship between the subscale of mindfulness including five subscales of observation, description, and operation with alertness, imprecision, and non-communicability as independent variables with information-seeking behavior. Regression results showed that the subscale of observation, description, and observation, action with alertness, irrationality, and non-communicability could significantly explain the variance of information-seeking behavior.Conclusion: Since information behavior originates in the minds of individuals the findings of the study indicate the effect of mindfulness variables on information behavior. The findings of this research from a theoretical and practical point of view can lead to a clearer explanation of the mindset of information behavior and provide a deeper understanding of psychological processing.
Knowledge Management
Farshad Parhamnia
Abstract
Background and Objectives: There has been a long dispute among researchers in the field of information science and epistemology about information behaviors and cognitive aspects of individuals’ behavior. Also, one of the important arguments for using information technology to search for information ...
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Background and Objectives: There has been a long dispute among researchers in the field of information science and epistemology about information behaviors and cognitive aspects of individuals’ behavior. Also, one of the important arguments for using information technology to search for information is that these behaviors are influenced by the cognitive and behavioral aspects of individuals. Therefore, one of the important factors that play an essential role in the information-seeking behavior of individuals is psychological factors. Since no systematic review of information-seeking behavior in Iran has been conducted so far, and also considering the importance and advantage of using a systematic review to review background studies, the present study was an attempt to identify the psychological factors affecting information-seeking behavior. Therefore, this study aims to identify the psychological factors affecting the information-seeking behavior of information users by employing a systematic review.
Methodology: In the present study, a systematic method was used as the research method. To investigate the research process, the framework suggested by Arksey & O’Malley (2005) was used as the main guide. This framework includes a set of structured and detailed guidelines for designing, implementing, and reporting results in systematic review studies. These steps include:
The first step was to ask a research question. At this stage, the researcher addresses two questions. The second step was to identify studies in full text related to information-seeking behavior. The third step was to select articles. The primary criterion for entering the study was the relationship between articles and psychological factors in information-seeking behavior in the two databases of the Scientific Information Database and Institute of Humanities and Cultural Studies, Comprehensive Portal of Human Sciences. The fourth step was to extract data from selected articles. At this stage, all articles related to the selected topic were then transferred to the data extraction form based on Excel software, which was designed for the research. The fifth step was data collection, summarization, and reporting.
Findings: Finding showed out of 484 articles, 419 articles (including 322 articles unrelated to the purpose of this study, 28 articles lacking access to its full text, and 68 duplicate articles from both databases) were screened. Thus, 66 articles were screened. After reviewing the titles, this number of 29 articles were not in line with the research goal and were excluded from the review of this article. In the next step, 12 articles were published using the abstract. Finally, using the main text of the article, 25 articles were considered as the sample of the study. Also, findings showed that out of 25 articles, 20 articles were survey method, 3 articles were experimental and 2 articles were library type. Also, 18 articles, their statistical population was related to students, especially graduate students of different universities, 2 articles were related to high school students, 1 article was related to public library users, 1 article was related to clergy men and 1 article was related to faculty members. It is a university science. On the other hand, due to their nature, 2 articles did not have a statistical population. In general, three main components and 16 variables have been effective on information-seeking behavior. The main psychological factors include socio-educational factors (information counseling, and self-efficacy); cognitive factors were comprised of (thinking styles, critical thinking, creativity, curiosity and mental norms, motivational beliefs, cognitive styles, cognitive and metacognitive strategies, epistemological beliefs, self-directed learning and self-regulation); and finally the factors which result in mental and personality disorders (anxiety, excitement, and personality).
Discussion: Psychological factors seem to play an important role in the information-seeking behavior of information users in different societies, and Iranian society is no exception. However, in the published articles in the field of information-seeking behavior, more attention has been paid to information content and less attention has been paid to the psychological characteristics of individuals that originated from the human psyche and mind. In other words, information seekers' information-seeking behaviors rely heavily on psychological factors and personal characteristics.
One of the most important results of the present study is the identification of psychological factors that affect users' information-seeking behavior. This study also provides the opportunity for researchers to be more aware of the gaps in the field of psychological factors in one of the most important areas of information science and epistemology, which is information-seeking behavior in future research. In general, given that psychological factors play an important role in the information-seeking behavior of information users, programmers must take important steps to improve and improve the quality of information-seeking by focusing on these factors.
Farshad Parhamnia; Fatemeh Nooshinfard; Nadjla Hariri; Sedegh Mohamad Esmaeil
Abstract
Background and Objectives: Since scholarly communication is part of social relations, it has a pivotal role in scientific development. That is why scholarly communication is regarded as important in educational context. Scholarly communication is of a wide scope, thus, it should be studied from different ...
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Background and Objectives: Since scholarly communication is part of social relations, it has a pivotal role in scientific development. That is why scholarly communication is regarded as important in educational context. Scholarly communication is of a wide scope, thus, it should be studied from different perspectives. Various internal and external factors may affect scholarly communication of university instructors. Therefore, the present study aimed to investigate the role of personal and leadership style on Iranian University Instructors’ scholarly communication.
Methodology: The present research study was a follow-up explanations model, the design enjoyed both qualitative and quantitative approaches. The sample for the qualitative section included university instructors including 29876 instructors. In quantitative section, after considering missing data 378 instructors were selected. A researcher made questionnaire was used to gather data. To validate the scale, some experts were asked to pass their judgment on the questionnaire. Cronbach's alpha coefficient which was used in order to assess the reliability was 0.824. Multiple regression using Spss 21 was used to for the statistical analysis. To gather the data for qualitative section a semi-structured interview was used. In the present study, the qualitative data and quantitative data gathering was sequential; however, the interpretation was concurrent. Accordingly, the content analysis had a deductive approach.
Findings: The findings of multiple regression showed that personality factors, cognitive style, organizational conflict and leadership style could explain scholarly communication. Therefore, personality factors having the highest beta coefficient predicts personal and leadership factors over scholarly communication. The variables of organizational conflict, cognitive style, organizational conflict and leadership style were second to fourth predictors of scholarly communication. The results of qualitative section confirmed the findings of the quantitative parts. The themes and category in scholarly communication included 235 primary codes, 33 categories and 4 themes of all these, the variable of personal factors had 56 primary codes, and 9 category codes, organizational conflict 8 category; the variable of cognitive style having 64 primary codes and 8 categories and finally, the variable of leadership style with 61 leadership style primary codes and 8 categories in scholarly communication.
Discussion: The present study aimed to explore the effect of personal factors and leader style on scholarly communication of university students. The results of qualitative and quantitative section show that to have a successful scholarly communication in in universities various factors should be taken into consideration. The findings also showed that almost all the variables had effect on scholarly communication
Farshad Parhamnia; Fatemeh Nooshinfard
Abstract
Purpose: The goal of the present study was to investigate the contextual factors affecting the scholarly communication of the faculty members in Iran’s Universities. Methodology: The study aimed to be an applied analytic survey. The statistical population included the faculty members working in ...
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Purpose: The goal of the present study was to investigate the contextual factors affecting the scholarly communication of the faculty members in Iran’s Universities. Methodology: The study aimed to be an applied analytic survey. The statistical population included the faculty members working in all universities in Iran. The data gathering instrument was a researcher-made questionnaire containing 35 questions. The obtained Alpha Cronbach correlation coefficient was.881 which proved the reliability of the questionnaire. The data were analyzed based on multiple regression analysis using Amos and SPSS 21. Finding: The multiple regression analysis showed that among the contextual factors, the variable of the relationship with government, the academic freedom, the social environment and political and cultural environment can statistically explain the variance of scholarly communication.Conclusion: : It is concluded that there is significant relationship between the scholarly communication with the scientific products. Moreover, the scholarly communication can explain the variance of the scientific production.