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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

Document Type : Original Article

Authors

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

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 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.

Keywords

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References
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Journal of Studies in Library and Information Science
Volume 12, Issue 3 - Serial Number 33
December 2020
Pages 1-16
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