The Relationship between Information Literacy, Motivated Strategies for Learning with Self-directed Learning Readiness

Abstract Introduction: Although several studies have been conducted about self-directed learning readiness, it seems that in Iran there has been no research on the relationship between information literacy, motivated strategies for learning with self-directed learning readiness. The purpose of this study was to investigate the relationship between information literacy and motivated strategies for learning, and students’ self-directed learning readiness. Method: This research was a descriptive correlational study. For this purpose, 335 students were selected using convenience sampling method. To collect data, the Information Literacy Questionnaire (ILQ), Motivated Strategies for Learning Questionnaire (MSLQ) and Self-Directed Learning Readiness Scale (SDLRS) were used. The SPSS, Pearson correlation coefficient, and multiple regression analysis were applied to analyze the data. Results: The findings showed that information literacy, motivated studying and learning strategies, and their components, except formetacognitiveself-regulation, had a significant relationship with self-directed learning readiness. Also, the results of multiple regression analysis revealed that approximately 39 percent of students' self-directed learning readiness variance is predictable based on motivated strategies for learning. The coefficients of the regression model showed that information exchange was significantly involved in predicting self-directed learning readiness among the components of information literacy. Conclusion: It can be concluded that information literacy, motivated strategies for learning are the variables associated with self-directed learning readiness. It is necessary to focus on cognitive skills for improving self-directed learning readness in education system.