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Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners
ARTICLE

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Australasian Journal of Educational Technology Volume 26, Number 2, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors predicting information literacy self-efficacy of e-learning students. This study was carried out with 119 e-learners using the Information Literacy Self-efficacy Scale and the Motivated Strategies for Learning Questionnaire. Results indicate that metacognitive, effort management, elaboration and critical thinking strategies, as well as control belief, predict different dimensions of information literacy self-efficacy.

Citation

Kiliç-Çakmak, E., Kili, E., , #. & , #. (2010). Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners. Australasian Journal of Educational Technology, 26(2),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 24, 2019 from .

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