Zhao Jun
Mental Health Education and Counseling Center, Nanchang Hangkong University, 696, Fenghe South Avenue, Nanchang, 330063, China.
BMC Psychol. 2024 Dec 28;12(1):791. doi: 10.1186/s40359-024-02316-1.
This study aims to examine how college students' information literacy affects their online learning engagement and what factors contribute to this relationship.
The research adopted the method of cluster sampling to deliver a questionnaire survey to a sample of 1421 students' representative of four colleges. Information Literacy Scale, Online Learning Engagement Scale, Information Literacy Self-Efficacy Scale, and Psychological Resilience Scale were utilized in this study. SPSS 26.0 and the PROCESS plugin were used for correlation analysis, mediation effect and moderating effect testing. This study was based on the theories of learning engagement and self-determination and centred on building a moderated mediating model with online learning college students as its primary focus.
(1) Among college students, there was a positive association between information literacy and online learning engagement; (2) Information literacy self-efficacy was demonstrated to mediate the relationship between information literacy and online learning engagement; (3) The impact of information literacy self-efficacy on online learning engagement and the influence of information literacy on online learning engagement were both moderated by psychological resilience.
Colleges have the potential to enhance the online learning engagement of college students by improving their information literacy abilities, hence increasing their involvement in online learning projects. Implementing strategies including increasing the availability of online courses and improving teacher support in online learning can improve college students' information literacy self-efficacy and psychological resilience. This, in turn, can increase their participation in online learning activities.
本研究旨在探讨大学生的信息素养如何影响其在线学习参与度，以及哪些因素促成了这种关系。
本研究采用整群抽样法，对来自四所学院的1421名具有代表性的学生样本进行问卷调查。本研究使用了信息素养量表、在线学习参与度量表、信息素养自我效能量表和心理韧性量表。使用SPSS 26.0和PROCESS插件进行相关性分析、中介效应和调节效应检验。本研究基于学习参与和自我决定理论，以构建以在线学习大学生为主要研究对象的有调节的中介模型为中心。
（1）在大学生中，信息素养与在线学习参与度之间存在正相关；（2）信息素养自我效能被证明在信息素养与在线学习参与度之间起中介作用；（3）信息素养自我效能对在线学习参与度的影响以及信息素养对在线学习参与度的影响均受到心理韧性的调节。
高校有潜力通过提高大学生的信息素养能力来增强其在线学习参与度，从而增加他们对在线学习项目的参与度。实施包括增加在线课程的可用性和改善在线学习中的教师支持等策略，可以提高大学生的信息素养自我效能和心理韧性。这反过来又可以增加他们对在线学习活动的参与度。
