تاثير مهارت هاي سواد اطلاعاتي بر خودكارآمدي دانشجويان دانشگاه بيرجند

Impact of Information Literacy Skills on the University of Birjand Studentsʹʹ Self-efficacy

هدف: هدف بررسي ميزان تاثير مهارت هاي سواد اطلاعاتي بر باور خودكارآمدي دانشجويان دانشگاه بيرجند است. روش: روش پژوهش پيمايشي است و ابزار گردآوري اطلاعات، پرسشنامه شامل 51 سوال بسته و در سه قسمت است. جامعه آماري شامل دانشجويان مشغول به تحصيل در دو مقطع كارشناسي و كارشناسي ارشد در دانشگاه بيرجند و مجموعاً 3635 نفر بودند كه به روش نمونه گيري تصادفي طبقه اي نسبتي، 350 نفر به عنوان نمونه تعيين شدند. يافته ها: ارتباط مثبت و قوي ميان سطوح مهارت هاي سواد اطلاعاتي و باور خودكارآمدي دانشجويان وجود داشت. ابعاد مكان يابي، دسترسي به اطلاعات و ارزيابي اطلاعات بر مولفه خودكارآمدي تاثيرگذار بود. ميانگين باور خودكارآمدي دانشجويان زن بالاتر از ميانگين مربوط به دانشجويان مرد و ميانگين باور خودكارآمدي حاصل از سواد اطلاعاتي دانشجويان كارشناسي ارشد بالاتر از دانشجويان كارشناسي بود. بين خودكارآمدي حاصل از سواد اطلاعاتي دانشجويان حوزه هاي تحصيلي مختلف تفاوت معنا داري وجود داشت و ميانگين حوزه علوم انساني بالاتر بود. بين مهارت هاي سواد اطلاعاتي دانشجويان با كسب خودكارآمدي آن ها رابطه معنا داري وجود داشت و به ترتيب ابعاد مكان يابي اطلاعات و ارزيابي اطلاعات بيش ترين تاثير و هم چنين بعد به‌كارگيري اطلاعات كم ترين تاثير را بر ابعاد خودكارآمدي داشتند. نتايج مي تواند در بها دادن به سواد اطلاعاتي دانشجويان در دانشگاه مورد توجه كتابداران و اساتيد قرار گيرد.

Purpose: The study aimed at examining the impact of the information literacy skills of Birjand Universityʹs students on their self-efficacy. Methodology: Data gathering tool was a questionnaire containing 51 items divided into 3 parts. The research population included the undergraduate and postgraduate students who were studying in the University of Birjand in 2013. Among all of 3635 students, a sample of 350 ones were selected by stratified sampling method. Findings: There was a strong and positive relationship among the studentsʹ levels of information literacy skills and their self-efficacy. A significant relationship was observed between their ability of locating and self-efficacy. The dimension of information access from information literacy aspects had an impact on their self-efficacy. The aspect of the studentsʹ successful experience of information search impacted their self-efficacy. The dimension of information evaluation of information literacy impacted their self-efficacy. There were significant differences between women and menʹs self-efficacy, also between undergraduate and postgraduate studentsʹ self-efficacy. The Humanity area studentsʹ self-efficacy was higher than the others, among all educational areas. There was a significant relationship among the studentsʹ information literacy skills with their self-efficacy acquaintance. The dimensions of information locating and information evaluation had respectively the most impact on the students’ self-efficacy aspects, and the students’ information use had the least impact on it.To give importance to studentsʹ information literacy during educational period, the results of the research may be used by the librarian and faculty members.