Scientometrics
Shahnaz Khademizadeh; Abdolhossein Farajpahlou; zeinab mohammadi
Abstract
The aim of this study was to identify and rank the factors affecting scientific productions in terms of faculty members of Shahid Chamran University of Ahvaz. The type of research is applied and descriptive-survey method. The statistical population of the study is 500 members of the faculty of Shahid ...
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The aim of this study was to identify and rank the factors affecting scientific productions in terms of faculty members of Shahid Chamran University of Ahvaz. The type of research is applied and descriptive-survey method. The statistical population of the study is 500 members of the faculty of Shahid Chamran University of Ahvaz. Using Morgan table, 217 people were selected as a sample by stratified and simple random sampling. The data collection tool was a researcher-made questionnaire. The research data were analyzed using SPSS software version 22 and lisrel software. The results of confirmatory factor analysis showed that the "social attitude and mentality about research" discourse is the strongest component of the socio-cultural factor; The "Effective Control and Evaluation of University Research Activities" item "The strongest component of organizational-managerial factors", "Confidence and self-confidence" items; "Introduction to Research Skills" The strongest components of individual and speech factors "Credits, budget and sufficient financial support for research" The strongest component of infrastructural factors were identified. The average rank indicates that the "individual factor" with an average rank of 3.13 is in the first priority and has been considered more than other components. Also, the component of "infrastructure factors" with an average rating of 2.70; The components of "organizational-managerial factors" with an average rank of 2.10 and "cultural-social factors" with an average rating of 2.07, respectively, have an impact on the scientific production of faculty members of Shahid Chamran University of Ahvaz. In general, according to the results of the research, each of the mentioned factors can somehow accelerate or disrupt the research process. These factors are not in fact specific to Iran and more or less appear in the world. According to the results of the research, strengthening the indicators affecting the process of scientific production by higher education officials and managers can provide a more suitable field for conducting applied research of faculty members and scientific promotion of the university.
zeinab mohammadi; zahed bigdeli; manigeh shehniyailagh
Abstract
Objective: The aim of this study was to investigate the multiple relationships between information literacy standards and critical thinking among graduate students of Shahid Chamran University of Ahvaz.Methodology: The present study is a descriptive correlational study. The statistical population of ...
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Objective: The aim of this study was to investigate the multiple relationships between information literacy standards and critical thinking among graduate students of Shahid Chamran University of Ahvaz.Methodology: The present study is a descriptive correlational study. The statistical population of this study is all graduate students of Shahid Chamran University of Ahvaz, which was 4552 people, of which 204 were selected by simple random sampling. Data were collected using two questionnaires of information literacy Khalil Dezfuli (2018) and California Critical Thinking Test Form B (1998) and analyzed using SPSS software version 22.Results: Data analysis using multivariate regression by ENTER method showed that the components of information literacy (need for information, access to information, evaluation of information, use of information) predict critical thinking and the component of "information evaluation" is the strongest. It predicts critical thinking. Also, the multiple correlation coefficient (R) was equal to 0.42, which is a significant value, the value of the coefficient of determination (R2) was equal to 0.18. This means that predictive variables explain 18% of the variance of critical thinking. Also, data analysis showed that the standard of "intellectual property and property rights" has no effect on increasing critical thinking.Conclusion: Therefore, according to the findings of the present study, information literacy was shown to be a skill that can predict critical thinking. Paying attention to these two skills can be effective in advancing the goals of higher education. In addition, applying the framework of information literacy standards can provide the foundation for critical thinking and independent learning. It is recommended to hold workshops to acquaint all students with information literacy skills and to teach them these skills so that in the future, people can be delivered to the community who are at a high level in terms of information literacy and critical thinking skills. Appeared.
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.
