مطالعات کتابداری و علم اطلاعات

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داوران

مدل‌یابی ساختاری رابطه سواد اطلاعاتی بر انگیزه پیشرفت تحصیلی با میانجی‌گری خودکارآمدی تحصیلی در دانشجویان کارشناسی پرستاری دانشگاه علوم پزشکی ایلام

نوع مقاله : علمی پژوهشی

نویسندگان

1 عضو هئیت علمی گروه علم اطلاعات و دانش‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشجو دکتری علم اطلاعات و دانش‌شناسی دانشگاه شهید چمران اهواز، اهواز، ایران

3 استادیار، گروه پرستاری، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی ایلام، ایلام، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی رابطه علی سواد اطلاعاتی و انگیزه پیشرفت تحصیلی از طریق خودکارآمدی تحصیلی در دانشجویان کارشناسی پرستاری دانشگاه علوم پزشکی ایلام انجام شده است..
روش ­شناسی: پژوهش حاضر به لحاظ هدف کاربردی و به لحاظ روش پیمایشی است. جامعه آماری تمامی دانشجویان کارشناسی دانشکده پرستاری ایلام در سال تحصیلی 97-98 است که تعداد 300 نفر می‌باشند. از این تعداد بر اساس جدول کرجسی- مورگان، تعداد 170 نفر به عنوان نمونه به روش نمونه‌گیری تصادفی انتخاب شدند. پس از حذف پرسشنامه‌های ناقص تعداد 147 پرسشنامه مورد تأیید و تحلیل قرار گرفت. ابزار گردآوری داده‌ها پرسشنامه‌های سواد اطلاعاتی خلیل دزفولی (1397)، خودکارآمدی تحصیلی اوون و فرامن (1988) و مقیاس انگیزه پیشرفت هرمنس (1977) بود.
یافته­ ها: یافته‌ها نشان داد تمامی مسیرهای مستقیم رابطه سواد اطلاعاتی با انگیزه پیشرفت تحصیلی، رابطه سواد اطلاعاتی با خودکارآمدی تحصیلی و رابطه خودکارآمدی تحصیلی با انگیزه پیشرفت تحصیلی معنی‎‌دار و مثبت است. علاوه‌براین، نتیجه آزمون فرضیه غیر مستقیم نیز نشان داد که سواد اطلاعاتی از طریق خودکارآمدی تحصیلی بر انگیزه پیشرفت تحصیلی دانشجویان مورد مطالعه تأثیر گذار است.
نتیجه ­گیری: سواد اطلاعاتی مهارت‌ مهمی است که در جامعه اطلاعاتی به عنوان ابزار توانمندی افراد عنوان شده است و بر مهارت‌های دیگری از جمله خودکارآمدی تحصیلی و به تبع‌آن انگیزه پیشرفت تحصیلی دانشجویان تأثیر گذار است. دانشجویان پرستاری به دلیل ماهیت شغلی که در آینده به‌دست خواهند آورد نیاز است مهارت سواد اطلاعاتی را کسب کنند تا از طریق این مهارت حس اعتماد به‌نفس آنان تقویت شود و انگیزه پیشرفت در وجود آنان افزایش تا در آینده پرستارانی موفق در جامعه داشته باشیم.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Structural modeling of the relationship between information literacy and academic achievement motivation with mediation of academic self-efficacy in undergraduate nursing students of Ilam University of Medical Sciences

نویسندگان [English]

  • parvin najafpour moghadam 1
  • zeinab mohammadi 2
  • afsaneh Raisifar 3

1 Faculty of Knowledge and Information Science Department of Shahid Chamran University of Ahvaz, Ahvaz-Iran

2 PhD Student in Knowledge and Information Science Department of Shahid Chamran University of Ahvaz, Ahvaz-Iran

3 Assistant Professor, Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Iran

چکیده [English]

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.

کلیدواژه‌ها [English]

  • "Information literacy"
  • "Academic self-efficacy"
  • "Progressive motivation"
  • "Nursing students"
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مطالعات کتابداری و علم اطلاعات
دوره 12، شماره 3 - شماره پیاپی 33
آذر 1399
صفحه 1-16
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هم رسانی
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