Exploring the Dimensions of Self Efficacy Scale for Information Literacy

Abstract

The concept of self efficacy, originally theorized by Bandura, has been applied to a wide variety of fields including education, psychology, and business. There has been steady effort to develop relevant scales to operationalize and measure self efficacy. This article reports on the results from an analysis of Kurbanoglu's ILSES (Information Literacy Self-Efficacy Scale), the only reported such scale in the area of information literacy. Over 400 university students responded to the ILSES survey consisting of 40 items grouped in six categories. The main analysis used was factor analysis. The results show high degree of internal consistency of the items included. However, the factors derived from the study differ significantly from the factors in the original study. Overall, these factors seem to reflect the heuristic nature of students' information seeking and use patterns, favoring Internet resources and instant gratification.

Correlatives of business students’ perceived information literacy self-efficacy in the digital information environment

“…ILSES was a widely utilized instrument due to its higher reliability and consistency as the value of CA was .91 for the overall scale. Furthermore, this scale was of a reasonable length, highly reliable, and consistent for IL self-efficacy assessment (Keshavarz et al, 2017; Kurbanoglu et al 2006; Mahmood, 2017; Shim et al, 2009).…”

“…This scale has been widely used to measure IL self-efficacy since its development (Mahmood, 2017). Shim et al (2009) investigated the psychometric properties of Kurbanoglu's ILSES using factor analysis in South Korea. This study used 40-item version of ILSES which was clustered into six factors.…”

“…Shim et al (2009) investigated the psychometric properties of Kurbanoglu’s ILSES using factor analysis in South Korea. This study used 40-item version of ILSES which was clustered into six factors.…”

“…An extensive review of research related to IL indicated the dearth of studies examining the self-efficacy of students for IL (Keshavarz et al, 2017; Kurbanoglu, 2003; Kurbanoglu et al, 2006; Naveed and Mahmood, 2019; Shim et al, 2009; Soroya et al, 2020). Several studies in Pakistan assessed IL skills of students who belonged to varied disciplines, for example, engineering, education, social sciences, arts, and humanities (e.g.…”