Document Type : Original Article (Quantified)

Authors

1 Master of Educational Sciences, Faculty of Psychology and Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Abstract

The purpose of this study was to assess the relationship between information literacy and teachers 'communication skills with academic self-efficacy with the role of moderating students' Intelligence beliefs. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study consisted of 295 teachers of Rudsar girls 'secondary schools and 4006 students of Rudsar girls' secondary schools. The sample size for teachers using Krejcie and Morgan table was 167 people and was obtained by simple random method. The sample size for students was calculated by cluster random sampling method of 216 people. To collect data from Babaei Intelligence Beliefs Questionnaire(1998),Jing and Morgan academic self-efficacy (1999), Yazdani information literacy (2012) and communication skills of Queen Dam (2004) were used whose validity was confirmed by the supervisor and academic experts and their reliability was determined by alpha coefficient test. Cronbach was confirmed. In order to analyze the data, the structural equation technique was used using Lisrel statistical software and SPSS statistical software. The findings showed that there is a positive and significant relationship between teachers 'information literacy and students' academic self-efficacy. There is a positive and significant relationship between teachers 'communication skills and students' academic self-efficacy. The results showed that intelligence beliefs in relation to information literacy and teachers 'communication skills have a moderating role in students' academic self-efficacy.

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