Abstract

Information literacy (IL) is a vital component in evidenced-based practice (EBP) due to its role in research utilization. The literature review indicated that undergraduate college students could harbor negative perceptions regarding IL and compartmentalize IL to classroom activities and assignments. These negative perceptions can influence students' IL self-efficacy, which refers to their belief they can successfully complete IL related tasks. Weiner's attributional theory of motivation suggests IL self-efficacy can motivate people to engage in IL related behavior. The purpose of this study was twofold. First, it intended to investigate if a relationship was present between IL self-efficacy and knowledge. Second, it assessed the ability of IL self-efficacy to act as a predictor IL proficiency. The researcher collected data using the 28-item and 17-item Information Literacy Efficacy Scales and the Richard Stockton College of New Jersey Information Literacy Test. Results indicated a moderate relationship between self-efficacy and knowledge for both the ILSES 28-item scale (r = .334, p = .003) and the 17-item scale (r = .321, p = .003). After controlling for gender and GPA, the ILSES 28-item scale explained 10.4% of the variance in knowledge (F (3,75) = 3.160, p=0.29) while the ILSES 17-item scale accounted for 8.3% of the variance in knowledge (F (3,77) = 3.553, p=.018). The ability of the ILSES to predict knowledge indicates that nurse educator should include affective domain learning activities to promote positive IL self-efficacy levels. Although the study's limitations restricted the generalizability of the results, results indicated the ILSES and The Richard Stockton College of New Jersey Information Literacy Test could serve as valid tools for collecting student data to improve individual and aggregate student outcomes.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3686082; ProQuest document ID: 1666397060. The author still retains copyright.

Author Details

Camille M. Wendekier, PhD, CNE

Sigma Membership

Zeta Lambda

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Descriptive/Correlational

Research Approach

Quantitative Research

Keywords:

Information Literacy, Research Utilization, Self-Efficacy, Information Literacy Proficiency

Advisor

Theresa Gropelli

Second Advisor

Mary E. Williams

Third Advisor

Theresa McDevitt

Degree

PhD

Degree Grantor

Indiana University of Pennsylvania

Degree Year

2015

Rights Holder

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All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2021-12-03

Full Text of Presentation

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