Public Libraries
parvin najafpour moghadam; zeinab mohammadi; afsaneh Raisifar
Abstract
Background and Objectives: The present study aims to investigate the causal relationship between information literacy and motivation for academic achievement through academic self-efficacy in undergraduate nursing students of Ilam University of Medical Sciences.
Methodology:The present study is applied ...
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Background and Objectives: The present study aims to investigate the causal relationship between information literacy and motivation for academic achievement through academic self-efficacy in undergraduate nursing students of Ilam University of Medical Sciences.
Methodology:The present study is applied in terms of purpose and descriptive and survey in terms of method. The statistical population is all of the undergraduate students of Ilam School of Nursing in the academic year of 2018-2019, which equals 300 people. According to the Krejcie-Morgan table, 170 people were selected by random sampling. After removing the incomplete questionnaires, 147 questionnaires were approved and analyzed. The data collection tools in this study were three questionnaires which were given to the subjects.
Information Literacy Questionnaire: In this study, Khalildezfuli's (2018) information literacy questionnaire was used to measure students' information literacy. The reason for using this questionnaire was its objectiveness as well as the appropriate number of questions to be answered by undergraduate students. The formal validity of this questionnaire was confirmed by professors of the Department of Information Science and Knowledge of Shahid Chamran University of Ahvaz, as well as professors of the Department of Medical Librarianship of Ahvaz Jundishapur University. The questionnaire consists of 25 questions evaluating the five standards of information literacy, including the need for information (5 questions), access to information (8 questions), information evaluation (6 questions), use of information (2 questions), and intellectual property rights (4 questions) among students. For the scoring of the information literacy questionnaire each correct answer equals one point. Correct answers are marked with the number 1 and wrong answers are marked with the number zero. Thus, the minimum score obtained in this questionnaire is zero and the maximum score is 25.
Academic Self-Efficacy Questionnaire: In this study, the Owen and Froman's (1988) academic self-efficacy questionnaire was used to measure students' academic self-efficacy. The test has 33 items and is based on a 5-point Likert scale (very high = 5, high = 4, medium = 3, low = 2 and very low = 1), and each item has a value between 1 to 5. Item 28 of this questionnaire is related to the laboratory course, which in the Persian version, this item has been deleted due to the fact that not all courses have a laboratory course (not being used in all courses). Since this questionnaire is a single component questionnaire, all 32 items must be added together to get the final score. The minimum possible score is 32 and the maximum score is 160.
Progress Motivation Scale: This study used the Hermans's (1977) Motivation Scale (A.M.T) tool. This scale has 29 items. To optimize the value of the questions, 4 options were written for each of the 29 questions in the questionnaire. These options are graded based on whether the motivation for progress is from high to low or low to high. The scores for this scale range from 29 to 116.
To investigate the research hypotheses, in this study, the descriptive and inferential statistics section was done using the SPSS software version 23, and the Amos software version 23 was used for structural equation model.
Findings: The results of model analysis based on structural equations showed that the values of fitness indicators related to the proposed pattern are chi square on the degree of freedom (1.984); goodness of fit index (GFI) (0.98); Normed Fit Index (NFI) (0.93); Increasing Fitness Index (IFI) (0.99); Comparative Fitness Index (CFI) (0.99) and Root Mean Square Error of Approximation index (RMSEA) (0.001) which show a Proper fit of the proposed model and that the proposed model has the desired fit. The findings also showed that all direct relationships between information literacy and motivation for academic achievement, between information literacy and academic self-efficacy and between academic self-efficacy and academic achievement motivation are significant and positive. In addition, the results of the indirect hypothesis test also showed that information literacy through academic self-efficacy affects the motivation of students' academic achievement.
Discussion: Information literacy is an important skill that has been mentioned in the information society as a tool for people's empowerment. This skill affects other skills, such as academic self-efficacy and, consequently, students' academic achievement motivation. Due to the nature of the job that nurses will acquire in the future, nursing students need to acquire information literacy skills to strengthen their self-confidence and increase their motivation so we can have successful nurses in society in the future.
parvin najafpour moghadam; Zohreh Cheraghi; Farhad Ahmadi asl
Abstract
Background and Objectives: The need for cognition and epistemological beliefs are two cognitive, epistemological and unique characteristics that exist on different levels in individuals and can affect their information behavior. Therefore, the present study aims to investigate the relationship between ...
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Background and Objectives: The need for cognition and epistemological beliefs are two cognitive, epistemological and unique characteristics that exist on different levels in individuals and can affect their information behavior. Therefore, the present study aims to investigate the relationship between epistemological beliefs along with the need for cognition in the students of Shahid Chamran University of Ahvaz and their information behavior as well as investigating the relationship between the first two variables. Methodology:The present study is descriptive and applied in terms of survey method. The statistical population of this study are all the students studying at Shahid Chamran University of Ahvaz in all academic levels. The total population was 13,400, which according to the Krejcie-Morgan table, 380 people were selected as a sample using stratified random sampling method. The data collection tools in this study were three questionnaires that were provided to the subjects. The first questionnaire consists of 18 questions test of need for recognithin. This questionnaire was designed in the form of a 5-point Likert scale by Cassiopo, Petty and Cao (1984). The epistemological beliefs scale with 28 items in the 5-point Likert scale was used to measure epistemic beliefs, and the Mokhtari & Davarpanah information behavior questionnaire (Mokhtari & Davarpanah, 2012) was used to evaluate users' information behavior. This questionnaire has 35 items that are designed in a 5-point Likert scale. Cronbach's alpha reliability test showed that all three questionnaires have good reliability. In the present study, SPSS software version 23 was used for descriptive and inferential statistics analysis and Amos software version 23 was used to test the research hypotheses. Findings: There are a few presuppositions for using path analysis method which are: 1) normal data; 2) Existence of appropriate correlation between variables; Therefore, using the Kolmogorov-Smirnov test and calculating the elongation and skewness of the data, the natural distribution of the data was investigated, which shows that the significance level in the variables of need for recognition, epistemological belief and information behavior is more than 0.05, which guarantees the normal distribution of data. In the next step, due to the normality of the data, Pearson correlation test was used to measure the relationship between the studied variables. The results of this test showed that there is a good correlation between the variables. Therefore, by confirming the normality of the data and the existence of an appropriate correlation between the variables, path analysis was used to analyze the variables. In reviewing the research hypotheses, the findings showed that the need for recognition has a positive and significant effect on information behavior (p <0.001; t = 2.169; β = 0.20) of students. In addition to these findings, it was confirmed that the epistemological beliefs also have a significant positive effect on students' information behavior (p <0.001; t = 2.094; β = 0.30). Based on the findings of this study, a two-way effect (correlation) between the variables of need for recognition and epistemological belief (p <0.001; r = 0.68) has been obtained, which indicates a positive and significant relationship. In the proposed model, the figures obtained from the model fit indices indicate the appropriate fit of the model. Discussion: Considering the research results and confirming the relationship between research variables, it can be argued that with the growth and development of epistemological beliefs and the need for recognition in students, we can hope that they would be effectively more engaged in cognitive processes to do academic work and homework and do not trust unreliable sources. Students who have high-level of epistemological beliefs, and who believe in complexity, uncertainty, and the need to acquire knowledge from reliable sources, show these mental beliefs in a tendency to engage with complex information and spend more time and energy on obtaining reliable and first-hand information. They become more successful in the information and decision-making processes, which in turn, will increase and consolidate their mental beliefs about knowledge and information, and this effective cycle will continue throughout their lives. The findings of this study can be effectively used in the process of planning curricula in universities (and even earlier in high school). In this regard, it is suggested to design topics for teaching cognitive skills and problem solving for different disciplines. On the other hand, professors and educators can help increase the level of need for recognition and epistemological beliefs by holding workshops on critical thinking and problem-solving methods.
parvin najafpour moghadam; Zohreh Cheraghi; Farhad Ahmadi asl
Abstract
Background and Objectives: Studying as a social skill is the bed of advancement and development of each nation, and it can be said that there is a close relationship between the study and development of individuals in societies. The growth of the culture of studying and reading can directly and indirectly ...
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Background and Objectives: Studying as a social skill is the bed of advancement and development of each nation, and it can be said that there is a close relationship between the study and development of individuals in societies. The growth of the culture of studying and reading can directly and indirectly play an effective role in reducing the impact of social pests, such as addiction, etc. (Mardandoost, Torkian Tabar, Hasoomi, 2016). The need for children and adolescents to be interested in studying is not overlooked. The habit of reading and familiarity with resources that can help us meet our information needs is a great benefit and this habit is better to sprout from childhood (Mardandoost, Torkian Tabar, Hasoomi, 2016). The choice of teens for this study is important because they are in the early years of experiencing reading and this useful habit (reading), which should have been institutionalized since many years ago, is the basis for knowledge gaining and lifelong learning in them. The purpose of this study was to investigate and identify the inciting and preventing factors of habitual reading among high school students in Ahvaz. Methodology: The present study was conducted in a survey, or field study, and descriptive method. The statistical population of this study consists of 380 of 40814 high school students of public schools in Ahwaz, which is calculated using the Cochran formula. Sampling in this research was carried out in a classified random manner. The data gathering tool in this research is a researcher-made questionnaire designed according to the factors related to the study (such as family, library, school, librarian, etc.), as well as the persuasive and dissuasive components. To assess the validity of the questionnaire, content validity was used. In order to determine the reliability of the data gathering tool, the final questionnaire was distributed in a group of 30 people. In the analysis phase, the reliability of the questionnaire was measured by calculating the Cronbach's alpha coefficient. The reliability coefficient for measuring the study status was 0.75, for dissuasive factors was 0.943 and for the persuasive factors was 0.894. for descriptive statistics, indicators such as mean, frequency, standard deviation and percentages are used, and for inferential statistics, exploratory factor analysis, independent t-test, Spearman correlation coefficient have been used. Data were analyzed by SPSS software version 22. Findings: Based on the results, 62.8% of the respondents were girls and 37.2% of them were boys. The findings of the study showed that the average student's study period was about 3 hours a day and girls were significantly more likely than boys to study. The average non-syllabic study of students was estimated at 55 minutes per day. There was no significant difference between the mean study amount of girls and boys. According to the findings, the most common way to get information between students are radio and television, and the Internet. Also, findings indicate that there is a correlation of 0.037 between parental education and non-syllabus study in students. According to the findings, 75.1% of students during the day, in addition to textbooks, also study non-syllabus material; the average non-syllabus study time in students is about 55 minutes per day, and based on The test there is no significant difference between the non-syllabus study time of male and female students. Findings showed that students believe educational factors such as holding educational courses to familiarize them with reading, and then motivational, cultural and economic factors are the most important factors in getting them interested in reading. On the other hand, cultural, educational and economic factors are the most important factors preventing them from studying. Disscusion: Based on the findings, student believe that among the persuasive factors, educational factors, economic factors and motivational factors, have the most impact in encouraging students to study. These findings indicate that if adolescents are adequately trained in studying and familiarizing themselves with appropriate resources, and by institutionalizing appropriate culture from the behavior of their families and those around them since childhood, their interest in The study will be further. Among the deterrent factors, cultural, educational and economic factors were also the most frequent among the responses. At the end, suggestions are made to improve the level of study. As the findings show, from student's point of view the motivational factors have not been among the inhibitors, which means that in case of proper designing, adequate education and creation of facilities for book purchases, there is sufficient motivation for studying in teens and students. Therefore, according to the results, it is believed that the most effective ways to increase the adolescents' study rate and their interest in this culture are at first, development of related educational programs and then the attempt to guide the intellectual orientation and culture of Families towards reading and, later on, create easy access reading materials.
Parvin Najafpour; zohreh Cheraghi
Abstract
Purpose: this research was performed with the purpose of studying the relationship between multiple levels of need for cognition and students information behavior in different levels of education. Method: this is a study with practical purpose done by survey method. The study population consists of all ...
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Purpose: this research was performed with the purpose of studying the relationship between multiple levels of need for cognition and students information behavior in different levels of education. Method: this is a study with practical purpose done by survey method. The study population consists of all the students in all levels of education who are currently studying at Shahid Chamran university of Ahvaz in 2016-2017.Findings: findings showed that there is not a meaningful difference between study population's need for cognition variable based on gender, but there is a meaningful difference in this variable based on study population's level of education and field of study. Conclusion: based on the findings of this research it can be concluded that need for cognition, is different among students based on their level of education as well as field of study, and it increases in higher levels of education.
