self-beliefs and course-related research: proposing an expansion of the imposed query model for...
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Self-Beliefs and Course-Related Research:Proposing an Expansion of the Imposed Query Model for Undergraduate Students
#ACRLiqmodel
Amanda L. Folk
University of Pittsburgh
http://pitt.libguides.com/amandafolk
What is the imposed query model?
IQ1: Initiated- The query as represented by the imposer.
IQ2: Transferred- The mutual understanding of the query as developed in the transfer process from the imposer to the agent.
IQ3: Interpreted- The query as the agent has stored it.
IQ4: Negotiated- The query as mutually understood by the agent and the intermediary, such as a librarian.
IQ5: Processed- The query as understood by the agent in light of the resource(s) used to respond to it.
IQ6: Evaluated-The query as understood by the imposer in relation to the response provided.
-adapted from Gross, M. (1995). The imposed query. RQ, 32(2), p. 238.
What is the imposed query model?
IQ2: Transferred- The mutual understanding of the query as developed in the transfer process from the imposer to the agent.
IQ3: Interpreted- The query as the agent has stored it.
Academic Self-Efficacy
What is it?
What do we know?
What is Self-Efficacy?
“The conviction that one can successfully execute the behavior required to produce the outcomes” desired (Bandura, 1976, p. 79).
Self-efficacy…
affects motivation and effort.
is not a measure of actual skill level.
is situation-specific and can be course- or subject-specific.
What Do We Know?
Specific self-efficacy is a significant predictor of grades (Choi, 2005).
Some groups of students demonstrate more consistent levels of academic self-efficacy across a number of subjects than others (Bong, 1999).
The relationship between academic self-efficacy and race is unknown; other academic self-concepts might better for exploring academic self-beliefs and race (DeFreitas, 2012).
The way in which a task or assignment is communicated could affect students’ academic or specific self-efficacy (Wesson & Derrer-Rendall, 2011).
Information Literacy and Self-Efficacy
What do we know?
Confounding phenomena?
What Do We Know?
Information Literacy Self-Efficacy Scale (Kurbanoglu, Akkoyunlu, & Umay, 2006)
Students with higher levels of information literacy self-efficacy have a better understanding of the research process and how to select information sources (Tang & Tseng, 2013; Waldman, 2003)
Most of these studies examine particular subgroups of students, rather focusing more generally on information literacy self-efficacy and undergraduate students.
The findings of these studies are difficult to weave together to form an understanding of information literacy self-efficacy and the overall research process.
Confounding Phenomena
Dunning-Kruger effect People who are incompetent in a particular domain do not recognize their incompetence, lack
the knowledge to recognize correct judgment, inflate assessments of their competence, and do not recognize expertise in others (Kruger & Dunning, 1999).
Studies have shown this is applicable to information literacy (Gross & Latham, 2007, 2009; Gross, Latham, & Armstrong, 2012).
Library anxiety “…extreme apprehension, fear, panic, self-defeating thoughts, uneasiness, tension, stress,
and physiological arousal that occurs during one more of the following three stages of the library-task cycle: library preparation, library use, and library reflection” (Onwuegbuzie & Jiao, 2004, p. 41).
…predicts academic self-perception, affecting the feelings a student has when he receives and interprets an assignment (Onwuegbuzie & Jiao, 2004)
…affects the ability to think critically, which affects motivation (Kwon, 2008).
The Proposed Expanded Model
And now, what you’ve all been waiting for!
The Proposed Expanded Model
Thank you!
Amanda L. Folk
University of Pittsburgh
http://pitt.libguides.com/amandafolk