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The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL…
The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.
Unified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.
By country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.
Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.
This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.
The purpose of this paper is to analyze the informational behavior of a group of future professionals in the field of social sciences (SS), in terms of their competence in…
The purpose of this paper is to analyze the informational behavior of a group of future professionals in the field of social sciences (SS), in terms of their competence in the communication–dissemination of information.
The IL-HUMASS, EVALCI/KN and EVALCI/SK tests regarding the affective (attitudes, motivations) and cognitive (knowledge, skills) dimensions are distributed to a stratified sample of five universities and eight degree courses in Spain. Infographics and non-parametric methods allow to compare the disciplinary profiles with regard to gender, academic course and academic degrees. An Information Literacy Communication synthetic indicator based on structural equation modeling includes the subjective and effective dimensions to measure the holistic learning outcomes in communication–dissemination of information.
Significant differences regarding the informational behavior of future professionals in SS are discovered. The synthetic indicator allows academic degrees to be ranked in order to identify those in need of initiatives aimed at improving communication–dissemination competence.
Findings must be taken into account to design effective learning programs. This methodological approach can be expanded to scientific and academic environments.
The paper puts forward the first evidence-based study on communication–dissemination competence among future SS professionals, as no similar research has been found in the scientific literature. It is also the first time that the definition of a predictive performance indicator, based on a powerful statistical methodology, has been proposed.