The relationships among students' self-regulated learning, information literacy and readiness for IT society

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  • 大学生の自己教育力と情報活用の実践力および情報化社会レディネスとの関係
  • ダイガクセイ ノ ジコ キョウイクリョク ト ジョウホウ カツヨウ ノ ジッセンリョク オヨビ ジョウホウカ シャカイ レディネス ト ノ カンケイ

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Self-regulated learning, information literacy and readiness for IT society have been investigated independently. The present study is, therefore, designed to investigate the relationships among these abilities. A scale of self-regulated learning ability, or self-educational ability, devised by Mori et al. (2001), contained 7 subscales: interest in learning subjects, self-directed thinking, learning method, self-monitoring, planning, independence, and self-actualization. A scale of information literacy, devised by Takahira et al. (2001), contained 6 subscales. A scale for readiness for IT society, devised by Kobayashi et al. (2000), is to measure the ability which is necessary to participate in IT society in an adaptive way. A total of 789 students were asked to complete these 3 kinds of questionnaires. The results indicated that students of high self-regulated learning ability have high information literacy and high readiness for IT society. Especially, interest in learning subjects and planning were strongly associated with information literacy, while self-monitoring was strongly associated with readiness for IT society. These results were discussed in relation to Japanese educational policy and educational reform in a rapidly developing IT society.

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