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خودکارآمدی سواد اطلاعاتی: چارچوب مفهومی و زمینۀ پژوهشی | ||
| تحقیقات کتابداری و اطلاع‌رسانی دانشگاهی | ||
| مقاله 1، دوره 49، شماره 1، فروردین 1394، صفحه 1-22 اصل مقاله (642.88 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jlib.2015.56957 | ||
| نویسندگان | ||
| حمید کشاورز* 1؛ علی شعبانی2؛ فاطمه فهیم نیا3 | ||
| 1عضو هیئت علمی دانشگاه سمنان | ||
| 2دانشجوی دکتری علم اطلاعات و دانش‌شناسی دانشگاه تهران | ||
| 3دانشیار علم اطلاعات و دانش‌شناسی دانشگاه تهران | ||
| چکیده | ||
| هدف: مقالۀ حاضر به بررسی مفهوم خودکارآمدی به‌عنوان سازۀ روانشناختی مهم و تأثیرگذاری در رفتار انسانی و نیز «نظریۀ شناختی - اجتماعی» و ارتباط آن با مفهوم سواد اطلاعاتی، به‌عنوان یکی از پیش‌نیازهای اساسی زندگی در جامعۀ اطلاعاتی و فرایند یادگیری مدرن و مادام‌العمر می‌پردازد. روش‌شناسی: مرور ادبیات موجود در رشته‌‌های روانشناسی، آموزش و پرورش، ارتباطات، جامعه‌شناسی، علم اطلاعات و علوم رایانه. یافته‌ها: خودکارآمدی شاید بر میزان علاقه، تلاش، پشتکار، لذت، خودتنظیمی و در نهایت عملکرد فرد، تأثیر مطلوبی داشته باشد و به‌عنوان یکی از عوامل شایستگی اجتماعی، شایستگی شبکه‌ای، موفقیت، رضایتمندی تحصیلی و کاری و غلبه بر ترس‌هایی مانند ترس‌های اجتماعی و ترس از فناوری نقشی جدی ایفا کند. سواد اطلاعاتی به عنصری درونی مانند خودکارآمدی موکول و مشروط می‌شود. در برخی پژوهش‌ها، خودکارآمدی بالاترین و بیشترین همبستگی و تأثیر را بر رفتار جست‌وجوی اطلاعات داشته است که اهمیت بسیار آن را نشان می‌دهد. خودکارآمدی سواد اطلاعاتی با عواملی مانند سن، جنسیت، سطح تحصیلات، پایۀ تحصیلی، تجربه، آموزش، دانش زبان انگلیسی و شغل ارتباط مستقیم دارد. خودکارآمدی سواد اطلاعاتی در کشور ترکیه بیش از سایر کشورها بررسی شده است. اصالت/ ارزش: مفهوم خودکارآمدی که از سوی برجسته‌ترین و پراستنادترین روانشناس زندۀ دنیا و چهارمین روانشناس تاریخ این علم، یعنی آلبرت بندورا ارائه شد، نقشی اساسی در سواد اطلاعاتی ایفا می‌کند که متأسفانه در ادبیات علم اطلاعات در زبان فارسی دربارۀ آن بررسی کافی نشده است. مقالۀ حاضر اولین مقالۀ فارسی محسوب می‌شود که به‌صورت مروری به بررسی نقش خودکارآمدی در سواد اطلاعاتی و اطلاع‌جویی اختصاص می‌یابد. | ||
| کلیدواژه‌ها | ||
| خودکارآمدی؛ خودکارآمدی سواد اطلاعاتی؛ سواد اطلاعاتی؛ شایستگی؛ مهارت‌های اطلاعاتی | ||
| عنوان مقاله [English] | ||
| Information Literacy Self-efficacy: Conceptual Framework and Research Background | ||
| نویسندگان [English] | ||
| Hamid Keshavarz1؛ Ali Shabani2؛ Fatemeh Fahimniya3 | ||
| 1Faculty member Semnan University | ||
| 2PhD Candidate , University of Tehran, Iran | ||
| 3Associate professor , University of Tehran | ||
| چکیده [English] | ||
| Purpose: the present paper aims to relate Self-Efficacy as an important psychological construct to Information Literacy as an essential requisite of the information society. Methodology: reviewing related literature in communication, sociology, information science and computer science. Findings: Self-efficacy could increase interest, efforts, enjoy, self-regulation and performance. it is considered to a factor influencing network and social competencies and social and techno phobia as well. Information Seeking could be highly influenced by the level of self-efficacy. some factors as gender, age, academic attainments, experience, instruction, English language knowledge and task to be correlated to self-efficacy. most of the research about Information literacy self efficacy has been explored in turkey. Novelty: The construct of self-efficacy which is coined by Albert Bandura as most famous and cited live psychologist and forth psychologist in the history of Psychology has a significant role in information literacy. the current paper is the first review paper exploring the concept of self-efficacy in information literacy and seeking. | ||
| کلیدواژه‌ها [English] | ||
| Competency, Self-Efficacy, Information Literacy Self-efficacy, Information Skills | ||
| مراجع | ||
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