Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

Document Type : Research Paper

Author

Department of Educational Scineces, Faculty of Eductional Sciences and Psychology, University of Mohaghegh Ardebili, Ardebil, Iran.

10.32598/JSPI.9.4.6

Abstract

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. 
Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. 
Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning.
Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

Keywords

Journal of School Psychology
Volume 9, Issue 4
January 2021
Pages 74-85

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