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1 – 1 of 1Jannica Heinström, Eero Sormunen and Sarita Kaunisto-Laine
The purpose of this paper is to explore the role of personality (intellectual curiosity, conscientiousness and negative emotionality) and approach to studying (deep, strategic and…
Abstract
Purpose
The purpose of this paper is to explore the role of personality (intellectual curiosity, conscientiousness and negative emotionality) and approach to studying (deep, strategic and surface) on students’ learning-related information behaviour in inquiry tasks.
Design/methodology/approach
Data were collected from 219 senior high school students with the use of three questionnaires.
Findings
The findings showed that students’ individual traits influenced different aspects of their learning-related information behaviour from information need to information use.
Research limitations/implications
The results were based on survey data. Reliability issues with the scales are discussed. In future research qualitative data would enrich the understanding of the phenomena.
Practical implications
The results are informative for teachers and librarians who guide students in inquiry tasks.
Originality/value
The study spanned learning-related information behaviour across the whole inquiry process: from task construction through task performance to task completion. The findings showed that individual traits were particularly influential at the task completion stage, that is on information use.
Details