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.
University Libraries
Shahnaz Khademizadeh; zahra khalafzade; mansour koohi rostami
Abstract
Background and Objectives: The present study was conducted to investigate the relationship between e-learning style and computer literacy by considering the mediating role of information literacy among graduate students of Shahid Chamran University of Ahvaz. In addition to examining the relationship ...
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Background and Objectives: The present study was conducted to investigate the relationship between e-learning style and computer literacy by considering the mediating role of information literacy among graduate students of Shahid Chamran University of Ahvaz. In addition to examining the relationship between e-learning style and computer literacy mediated by information literacy, this study aims to build a model to provide a way to learn for life.Methodology: This research was applied based on the main purpose and quantitative based on the method. It was a survey-field data collection method and based on analytical technique it was a descriptive research (correlation) based on path analysis. The samples of this study consisted of 362 graduate students of Shahid Chamran University of Ahvaz, who were selected by random sampling method. Data were collected using e-learning questionnaires (Khademizadeh, 1400) and computer literacy questionnaires (armor maker, 2015) and information literacy (armor maker, 2015). The validity and reliability of the tools used in this study were evaluated and reported appropriately. Emos software version 23 and SPSS version 23 were used to analyze the data. Pearson correlation coefficient and linear regression tests were used to estimate the relationship between the variables. Sobel test was used to estimate the effect of the mediating variable in SPSS software; also, in the present study, to fit the final research model, model fit indices in Emus software have been used.Findings: The values of fitness indicators related to the proposed research model indicate that most fitness indicators in the research model are desirable and to a large extent acceptable. Regarding the direct effect hypotheses, the findings showed that there is a significant relationship between e-learning style and information literacy. Also, there is a direct and significant relationship between information literacy and computer literacy and e-learning style with computer literacy of the studied students. Has it. Regarding the indirect effect hypothesis, the results of the bootstrap test showed that there is a significant relationship between e-learning styles and computer literacy through information literacy.Discussion: In this study, electronic information literacy content was used to teach information literacy for virtual students and the results showed that electronic information literacy content has a major effect on students' problem solving skills and problem solving skills of students trained through electronic content. Significantly more and higher than other students who did not receive this content. According to the results of the present study, based on the relationship between e-learning styles, information literacy and computer literacy, graduate students should be able to identify their information needs, be able to evaluate, select and process them well, and finally with prior knowledge. Integrate themselves and create new knowledge. To empower students, familiarity with information literacy and the use of media for learning and teaching is a necessity that must be considered. In addition, it was found that information literacy rate can affect the effectiveness of e-learning styles on media literacy. Therefore, it is suggested that information literacy training courses be planned and implemented based on students' learning style; because more effective results will be received. It is also suggested that for the benefit of students and due to the direct relationship between computer literacy and information literacy, training courses to acquire and develop these two literacy for students to be implemented.
