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Advisor(s)
Abstract(s)
Purpose – 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.
Design/methodology/approach – 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.
Findings – 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.
Practical implications – 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.Originality/value – This is probably the first diagnostic-comparative study on perceptions of IL
competencies among future psychology professionals.
Keywords Information literacy, Competencies, Belief-in-importance, Self-efficacy, Learning source, Higher
education, Teaching-learning, Graduate psychology curriculum, Comparative studies
Paper type Research paper
Description
Keywords
Citation
Aslib Journal of Information Management, Doi: 10.1108/AJIM-04-2020-0103
Publisher
Emerald Publishing Limited