The Relationship between Information Literacy, Motivated Strategies for Learning with Self-directed Learning Readiness

Document Type : Original Article

Authors

1 Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University.

2 Department of Psychology, Faculty of Psychology and Educational Sciences, Mohagheh Ardebily University

3 Department of clinical psychology, Faculty of Medical Sciences, Kermanshah University of Medical Sciences

10.30491/ijbs.2020.209970.1170

Abstract

Abstract

Introduction: Although several studies have been conducted about self-directed learning readiness, it seems that in Iran there has been no research on the relationship between information literacy, motivated strategies for learning with self-directed learning readiness. The purpose of this study was to investigate the relationship between information literacy and motivated strategies for learning, and students’ self-directed learning readiness.
Method: This research was a descriptive correlational study. For this purpose, 335 students were selected using convenience sampling method. To collect data, the Information Literacy Questionnaire (ILQ), Motivated Strategies for Learning Questionnaire (MSLQ) and Self-Directed Learning Readiness Scale (SDLRS) were used. The SPSS, Pearson correlation coefficient, and multiple regression analysis were applied to analyze the data.
Results: The findings showed that information literacy, motivated studying and learning strategies, and their components, except formetacognitiveself-regulation, had a significant relationship with self-directed learning readiness. Also, the results of multiple regression analysis revealed that approximately 39 percent of students' self-directed learning readiness variance is predictable based on motivated strategies for learning. The coefficients of the regression model showed that information exchange was significantly involved in predicting self-directed learning readiness among the components of information literacy.
Conclusion: It can be concluded that information literacy, motivated strategies for learning are the variables associated with self-directed learning readiness. It is necessary to focus on cognitive skills for improving self-directed learning readness in education system.

Keywords

International Journal of Behavioral Sciences
Volume 14, Issue 3
Autumn 2020
Pages 143-148

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