THE RELATIONSHIP BETWEEN INFORMATION LITERACY AND LEARNING MOTIVATION IN UNDERGRADUATE STUDENTS

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KHALILI LEILA; HEDAYATI KHOSHEMEHR AZIZ; RASOUL ZADEH AGHDAM SAMAD; SHEIBANY BEHNAZ

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Journal: HUMAN INFORMATION INTERACTION Year:2017 | Volume:4 | Issue:2 Page(s): 108-120

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Title

THE RELATIONSHIP BETWEEN INFORMATION LITERACY AND LEARNING MOTIVATION IN UNDERGRADUATE STUDENTS

Author(s)

KHALILI LEILA | HEDAYATI KHOSHEMEHR AZIZ | RASOUL ZADEH AGHDAM SAMAD | SHEIBANY BEHNAZ | Issue Writer Certificate

Keywords

INFORMATION LITERACYQ2

LEARNING MOTIVATIONQ1

STUDENTSQ2

UNDERGRADUATEQ2

AZARBAIJAN SHAHID MADANI UNIVERSITYQ2

Abstract

Background and Aim: INFORMATION LITERACY is a key element in the development of an independent and effective learning in higher education in the 21st century. The aim of this study was to investigate the relationship between INFORMATION LITERACY and LEARNING MOTIVATION in UNDERGRADUATE STUDENTS. In addition, the mean score of INFORMATION LITERACY was measured based on educational and demographic variables.Methods: This applied research carried out with a quantitative approach and survey method.The data collection instrument was a questionnaire. The study population was UNDERGRADUATE STUDENTS at AZARBAIJAN SHAHID MADANI UNIVERSITY and 379 samples were selected using stratified random sampling. Descriptive and inferential statistics analyses (Pearson correlation, independent T and ANOVA) were performed using SPSS software.Results: STUDENTS' INFORMATION LITERACY based on five standards was 2.48. Based on the findings of the Pearson correlation coefficient with 99 percent confident there was positive and significant relationship between INFORMATION LITERACY and LEARNING MOTIVATION. In addition there was positive and significant relationship between INFORMATION LITERACY and Grade Point Average (GPA) of STUDENTS with 99 percent confident. Based on independent T-test was not observed a significant difference in male and female STUDENTS' INFORMATION LITERACY. ANOVA test showed a significant difference with 99 percent confident between INFORMATION LITERACY and entrance year of STUDENTS. Based on ANOVA test there was no significant differences on STUDENTS' INFORMATION LITERACY based on field of study.Conclusion: STUDENTS' INFORMATION LITERACY unsatisfactory. INFORMATION LITERACY had a positive relationship with LEARNING MOTIVATION. Also there was a positive relationship between INFORMATION LITERACY and academic performance (GPA). INFORMATION LITERACY of senior STUDENTS was more than freshmen. INFORMATION LITERACY of STUDENTS in four areas of study (Humanities, Engineering, Agriculture and Science) was almost similar.

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APA: Copy

KHALILI, LEILA, HEDAYATI KHOSHEMEHR, AZIZ, RASOUL ZADEH AGHDAM, SAMAD, & SHEIBANY, BEHNAZ. (2017). THE RELATIONSHIP BETWEEN INFORMATION LITERACY AND LEARNING MOTIVATION IN UNDERGRADUATE STUDENTS. HUMAN INFORMATION INTERACTION, 4(2 ), 108-120. SID. https://sid.ir/paper/260340/en

Vancouver: Copy

KHALILI LEILA, HEDAYATI KHOSHEMEHR AZIZ, RASOUL ZADEH AGHDAM SAMAD, SHEIBANY BEHNAZ. THE RELATIONSHIP BETWEEN INFORMATION LITERACY AND LEARNING MOTIVATION IN UNDERGRADUATE STUDENTS. HUMAN INFORMATION INTERACTION[Internet]. 2017;4(2 ):108-120. Available from: https://sid.ir/paper/260340/en

IEEE: Copy

LEILA KHALILI, AZIZ HEDAYATI KHOSHEMEHR, SAMAD RASOUL ZADEH AGHDAM, and BEHNAZ SHEIBANY, “THE RELATIONSHIP BETWEEN INFORMATION LITERACY AND LEARNING MOTIVATION IN UNDERGRADUATE STUDENTS,” HUMAN INFORMATION INTERACTION, vol. 4, no. 2 , pp. 108–120, 2017, [Online]. Available: https://sid.ir/paper/260340/en

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