图书情报工作

图书情报工作 >

2023 , Vol. 67 >Issue 17: 77 - 87

DOI: https://doi.org/10.13266/j.issn.0252-3116.2023.17.007

情报研究

信息素养自我效能感影响因素元分析

  • 蒲青云 ,
  • 黄体杨
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  • 云南大学历史与档案学院 昆明 650091
蒲青云,硕士研究生。

收稿日期: 2023-02-27

  修回日期: 2023-06-07

  网络出版日期: 2023-09-11

基金资助

本文系云南省“兴滇英才支持计划”项目“公众档案素养理论框架构建与提升策略研究”研究成果之一。

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A Meta-Analysis of the Influencing Factors of Information Literacy Self-Efficacy

  • Pu Qingyun ,
  • Huang Tiyang
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  • School of History and Archives, Yunnan University, Kunming 650091

Received date: 2023-02-27

  Revised date: 2023-06-07

  Online published: 2023-09-11

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摘要

[目的/意义] 探究信息素养自我效能感的影响因素对指导信息素养教育具有重要意义，然而既有的实证研究结果之间存在不一致和差异性问题。对国内外已有实证研究成果进行梳理和再分析，以明确影响用户信息素养自我效能感的各项因素在程度和方向上的差异。[方法/过程] 从37篇实证研究文献中识别出13组相关关系、67个独立效应量，并提出学科领域、研究地域和研究方法三个调节变量，运用元分析方法，通过异质性检验和调节效应分析来探讨不同因素对信息素养自我效能感的影响，并检验调节变量的显著性。[结果/结论] 结果表明，影响信息素养自我效能感的因素可以分为人口学因素、内在因素和外在因素三类，包括13个自变量，均与信息素养自我效能感呈显著正相关关系；年龄、学术动机、实际信息素养水平受学科领域的调节；信息素养培训/课程受研究地域和研究方法的调节，终身学习意愿受研究方法的调节。研究结果对信息素养教育具有指导作用，也对后续深入研究具有参考意义。

关键词： 信息素养; 自我效能感; 影响因素; 元分析

本文引用格式

蒲青云 , 黄体杨 . 信息素养自我效能感影响因素元分析[J]. 图书情报工作, 2023 , 67(17) : 77 -87 . DOI: 10.13266/j.issn.0252-3116.2023.17.007

Abstract

[Purpose/Significance] To investigate the influencing factors of information literacy self-efficacy is important for guiding information literacy education, however, there are inconsistencies and discrepancies among the existing empirical research results. These existing empirical research results at home and abroad are sorted out and re-analyzed to clarify the differences in the degree and direction of various factors affecting users' information literacy self-efficacy. [Method/Process] In this study, 13 groups of correlations and 67 independent effect sizes were identified from 37 empirical studies. At the same time, subject, area and research method were moderating variables, and the different influencing factors on information literacy self-efficacy was explored by heterogeneity test and moderating effect analysis by meta-analysis method, and the significance of the moderating variables was tested. [Result/Conclusion] The results show that the factors affecting information literacy self-efficacy can be divided into three categories: demographic, intrinsic and extrinsic, including 13 independent variables, all of which are significantly positively correlated with information literacy self-efficacy. Additionally, the study found that age, academic motivation, and actual information literacy level are regulated by subject areas. Information literacy training/courses is regulated by area and research methods; lifelong learning intentions is regulated by research methods. The research results have a guiding effect on information literacy education and are also of reference value for follow-up research.

Key words： information literacy; self-efficacy; influencing factors; meta-analysis

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