From Self-Efficacy to Civic Literacy: Modeling the Motivational and Information Pathways among Chinese University Students
Article Sidebar
Main Article Content
Abstract
This study aims to establish the reliability and construct validity of four instruments, test a theory-driven structural model in which self-efficacy predicts learning motivation and information literacy, learning motivation predicts information literacy, and learning motivation and information literacy predict civic literacy, estimate total direct and indirect effects among the constructs and evaluate overall model fit, and examine differences by gender academic year and discipline. Undergraduate students from a university in Xi’an, China, provided 323 valid responses collected via stratified sampling. Pearson correlations were positive among all variables, with the strongest association between self-efficacy and learning motivation (r = .474). Instrument quality was adequate, with all α > .82, KMO = .902, a significant Bartlett’s test, four PCA factors explaining 63.626% of variance, and strong loadings (~.70–.82) without salient cross-loadings, indicating good structural and discriminant validity. The SEM showed excellent fit, χ²/df = 1.296, RMSEA = .030, GFI = .943, NFI = .930, TLI = .983, CFI = .983. Path tests supported the theorized chain, with self-efficacy predicting learning motivation β = .565, learning motivation predicting information literacy β = .352, and information literacy emerging as the strongest proximal predictor of civic literacy β = .398. Group differences indicated higher self-efficacy for women t = −3.787, p < .001, significant academic-year effects on information literacy and civic literacy F = 3.666, p = .013; F = 2.783, p = .041, significant discipline effects on self-efficacy and information literacy F = 3.929, p = .004; F = 3.640, p = .006, and nonsignificant effects for home location and daily internet-use duration. Findings inform course and program designs that scaffold motivation into high-quality information practices to strengthen civic readiness.
Article Details
References
Andretta, S. (2005). Information literacy: A practitioner’s guide. Chandos Publishing.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bembenutty, H., Kitsantas, A., DiBenedetto, M. K., Wigfield, A., Greene, J. A., Usher, E. L., ... & Chen, P. P. (2024). Harnessing motivation, self-efficacy, and self-regulation: Dale H. Schunk’s enduring influence. Educational Psychology Review, 36(4), 139-145.
Caballero-Julia, D., Martín-Lucas, J., & Andrade-Silva, L. E. (2024). Unpacking the relationship between screen use and educational outcomes in childhood: A systematic literature review. Computers & Education, 215, 105049.
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia pacific journal of management, 41(2), 745-783.
Choi, J., Lee, M., Lee, J. K., Kang, D., & Choi, J. Y. (2017). Correlates associated with participation in physical activity among adults: a systematic review of reviews and update. BMC public health, 17(1), 1-13.
Choi, S. B., & Lim, M. S. (2016). Effects of social and technology overload on psychological well-being in young South Korean adults: The mediatory role of social network service addiction. Computers in Human Behavior, 61, 245-254.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Fosnacht, K. (2020). Information Literacy’s Influence on Undergraduates’ Learning and Development: Results from a Large Multi-institutional Study. College & Research Libraries, 81(2), 272.
Head, A. J., Fister, B., & MacMillan, M. (2020). Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change. Project Information Literacy.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84.
Julien, H., Latham, D., Gross, M., Moses, L., & Warren, F. (2020). Information Literacy Practices and Perceptions of Community College Librarians in Florida and New York. Communications in Information Literacy, 14 (2), 287–324
Kahne, J., & Bowyer, B. (2017). Educating for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation. American Educational Research Journal, 54(1), 3–34.
Kurbanoglu, S. S., Akkoyunlu, B., & Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730–743.
Lau, Y., Fang, L., Cheng, L. J., & Kwong, H. K. D. (2019). Volunteer motivation, social problem solving, self-efficacy, and mental health: a structural equation model approach. Educational Psychology, 39(1), 112-132.
Levine, P. (2007). The future of democracy: Developing the next generation of American citizens. Tufts University Press.
Mihailidis, P., & Thevenin, B. (2013). Media literacy as a core competency for engaged citizenship in participatory democracy. American Behavioral Scientist, 57(11), 1611–1622.
Moely, B. E., Mercer, S. H., Ilustre, V., Miron, D., & McFarland, M. (2002). Psychometric properties and correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A measure of students' attitudes related to service-learning. Michigan Journal of Community Service Learning, 8(2), 15-26.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.
Rheingold, H. (2012). Net smart: How to thrive online. MIT Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Schunk, D. H., & Pajares, F. (2009). Self-Efficacy Theory. In K. R. Wenzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 35-53). Taylor & Francis Group.
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs, 35(37), 35-38.
Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. International Association for the Evaluation of Educational Achievement.
Tuncer, M. (2013). An analysis on the effect of computer self-efficacy over scientific research self-efficacy and information literacy self-efficacy. Educational Research and Reviews, 8(1), 33–40.
