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  • Information literacy self-efficacy: The effect of juggling work and study

    Author(s)
    Ross, M
    Perkins, H
    Bodey, K
    Griffith University Author(s)
    Perkins, Helen E.
    Ross, Mitchell J.
    Bodey, Kelli L.
    Year published
    2013
    Metadata
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    Abstract
    Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today,many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. ...
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    Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today,many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy selfefficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment.
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    Journal Title
    Library and Information Science Research
    Volume
    35
    DOI
    https://doi.org/10.1016/j.lisr.2013.04.008
    Subject
    Information systems
    Library and information studies
    Library and information studies not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/56696
    Collection
    • Journal articles

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