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Human Information Interaction 2025, 12(1): 79-94 |
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mirzabeigi M, bahri R. The role of cognitive flexibility and openness to experience in predicting the information literacy level of Shiraz University students. Human Information Interaction 2025; 12 (1)
URL: http://hii.khu.ac.ir/article-1-3182-en.html
URL: http://hii.khu.ac.ir/article-1-3182-en.html
Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, University of Shiraz, Iran
Abstract: (763 Views)
Introduction
Given the important impact of information literacy in today's societies and in line with the efficiency of individuals, especially students, information literacy can be predicted and planned for its management through indicators. Therefore, the present study aims to examine the relationships between the variables of cognitive flexibility and openness to experience with the level of information literacy by examining students of Shiraz University, a university that enjoys a distinguished scientific position in the country and the results of this study may contribute to its scientific growth through further understanding of the factors affecting the information literacy of its students, and to test the extent of the impact of the two variables in predicting the level of information literacy of the said society, if a relationship exists.
Methods and Materoal
This research is descriptive in terms of data collection and quantitative in terms of data nature. The statistical population also includes students of Shiraz University in the academic year 1400-1401, about 17,000 people, and the sample size was calculated as 375 people using the Cochran formula. The members of the research sample were selected using convenience sampling. Data collection was carried out through a questionnaire. To measure the level of information literacy, the research questionnaires of Seng et al. (2020), Pinto et al. (2020), and Lee et al. (2020) were used, based on the classification of the Information Literacy Framework for Higher Education (2016). To measure face and content validity, the questionnaire was sent to seven information science and knowledge experts, and the final version was obtained based on their opinions. The reliability of the research tool was obtained using Cronbach's alpha coefficient of 0.937. To measure cognitive flexibility, the cognitive flexibility questionnaire developed by Dennis & Vander Wal (2010) was used, whose validity was measured by these researchers, and its convergent validity with the cognitive flexibility scale of Martin and Robin (1995) was 0.75. The reliability of this questionnaire was also obtained using Cronbach's alpha, which was 0.787. To measure openness to experience, the Big Five Personality Factors questionnaire by Goldberg (1999) was used, whose validity was proven in the Khormai study (2006) using factor analysis. The reliability of this questionnaire was obtained using Cronbach's alpha, which was 0.788. Pearson correlation tests, linear regression, and stepwise regression were also used to analyze the data.
Resultss and Discussion
in order to examine the power of each variable in predicting the level of information literacy, the correlation between the variables was first calculated through the Pearson correlation test, and the results showed that cognitive flexibility, openness to experience, and information literacy have a positive and significant relationship with each other.
Then, a simple linear regression test was used to examine the role of cognitive flexibility in predicting the level of information literacy of the subjects, and the cognitive flexibility variable was entered as a predictor variable and information literacy as a criterion variable in the regression equation. The findings showed that the regression model of the predictive power of the cognitive flexibility variable on information literacy (F(1/278)=(43/682 p=0/000) with a coefficient of determination R2=/136 is significant. For each unit increase in cognitive flexibility, the information literacy score increases by 58/567 units. In other words, according to the calculated standard regression coefficient, cognitive flexibility explains 36/8 percent of the variance in information literacy (Table 2). Then, a simple linear regression test was used to examine the role of openness to experience in predicting the level of information literacy of the subjects, and the openness to experience variable as a predictor variable and information literacy as a criterion variable was entered into the regression equation and the findings showed that the regression model of the predictive power of the variable of openness to experience on information literacy is significant F(1/ 298) = (97/167 p = 0/000) with a coefficient of determination R2 = /246. For each unit increase in openness to experience, the information literacy score increases by 112/313 units. In other words, according to the calculated standard regression coefficient, openness to experience explains 49/6 percent of the variance in information literacy (Table 3). Finally, the stepwise regression test was used to predict the level of information literacy of users based on the variables of cognitive flexibility and openness to experience. The results of the stepwise regression test showed that among the predictor variables in the first step, the component of openness to experience was able to be the strongest The variable was significantly able to predict the level of information literacy of the subjects (p= /000). This variable alone was able to explain about 50/9 percent of the variance in the level of information literacy. In the second step, the variable of openness to experience explained about 43/1 percent of the variance in the level of information literacy, and cognitive flexibility was able to enter the model and explained 19/5 percent of the variance in the level of information literacy (p= /000). Accordingly, in total, the two variables of openness to experience and cognitive flexibility were able to explain 62/6 percent of the variance in information literacy (Table 4).
Conclusion
The results of this study can be an effort to improve the existing knowledge about information literacy and identify more factors that influence it. Also, the results of this study can help universities, with the help of information literacy experts, design curricula and training workshops to strengthen these components and improve the level of information literacy and to develop students who have higher information literacy and are prepared for future life and careers. Students, also aware of the important role of openness to experience and cognitive flexibility, can overcome the potential problems associated with their lack of information literacy by improving their level of openness to experience and cognitive flexibility by participating in workshops related to these components and also by increasing their information literacy skills by participating in workshops and information literacy training courses.
Given the important impact of information literacy in today's societies and in line with the efficiency of individuals, especially students, information literacy can be predicted and planned for its management through indicators. Therefore, the present study aims to examine the relationships between the variables of cognitive flexibility and openness to experience with the level of information literacy by examining students of Shiraz University, a university that enjoys a distinguished scientific position in the country and the results of this study may contribute to its scientific growth through further understanding of the factors affecting the information literacy of its students, and to test the extent of the impact of the two variables in predicting the level of information literacy of the said society, if a relationship exists.
Methods and Materoal
This research is descriptive in terms of data collection and quantitative in terms of data nature. The statistical population also includes students of Shiraz University in the academic year 1400-1401, about 17,000 people, and the sample size was calculated as 375 people using the Cochran formula. The members of the research sample were selected using convenience sampling. Data collection was carried out through a questionnaire. To measure the level of information literacy, the research questionnaires of Seng et al. (2020), Pinto et al. (2020), and Lee et al. (2020) were used, based on the classification of the Information Literacy Framework for Higher Education (2016). To measure face and content validity, the questionnaire was sent to seven information science and knowledge experts, and the final version was obtained based on their opinions. The reliability of the research tool was obtained using Cronbach's alpha coefficient of 0.937. To measure cognitive flexibility, the cognitive flexibility questionnaire developed by Dennis & Vander Wal (2010) was used, whose validity was measured by these researchers, and its convergent validity with the cognitive flexibility scale of Martin and Robin (1995) was 0.75. The reliability of this questionnaire was also obtained using Cronbach's alpha, which was 0.787. To measure openness to experience, the Big Five Personality Factors questionnaire by Goldberg (1999) was used, whose validity was proven in the Khormai study (2006) using factor analysis. The reliability of this questionnaire was obtained using Cronbach's alpha, which was 0.788. Pearson correlation tests, linear regression, and stepwise regression were also used to analyze the data.
Resultss and Discussion
in order to examine the power of each variable in predicting the level of information literacy, the correlation between the variables was first calculated through the Pearson correlation test, and the results showed that cognitive flexibility, openness to experience, and information literacy have a positive and significant relationship with each other.
Then, a simple linear regression test was used to examine the role of cognitive flexibility in predicting the level of information literacy of the subjects, and the cognitive flexibility variable was entered as a predictor variable and information literacy as a criterion variable in the regression equation. The findings showed that the regression model of the predictive power of the cognitive flexibility variable on information literacy (F(1/278)=(43/682 p=0/000) with a coefficient of determination R2=/136 is significant. For each unit increase in cognitive flexibility, the information literacy score increases by 58/567 units. In other words, according to the calculated standard regression coefficient, cognitive flexibility explains 36/8 percent of the variance in information literacy (Table 2). Then, a simple linear regression test was used to examine the role of openness to experience in predicting the level of information literacy of the subjects, and the openness to experience variable as a predictor variable and information literacy as a criterion variable was entered into the regression equation and the findings showed that the regression model of the predictive power of the variable of openness to experience on information literacy is significant F(1/ 298) = (97/167 p = 0/000) with a coefficient of determination R2 = /246. For each unit increase in openness to experience, the information literacy score increases by 112/313 units. In other words, according to the calculated standard regression coefficient, openness to experience explains 49/6 percent of the variance in information literacy (Table 3). Finally, the stepwise regression test was used to predict the level of information literacy of users based on the variables of cognitive flexibility and openness to experience. The results of the stepwise regression test showed that among the predictor variables in the first step, the component of openness to experience was able to be the strongest The variable was significantly able to predict the level of information literacy of the subjects (p= /000). This variable alone was able to explain about 50/9 percent of the variance in the level of information literacy. In the second step, the variable of openness to experience explained about 43/1 percent of the variance in the level of information literacy, and cognitive flexibility was able to enter the model and explained 19/5 percent of the variance in the level of information literacy (p= /000). Accordingly, in total, the two variables of openness to experience and cognitive flexibility were able to explain 62/6 percent of the variance in information literacy (Table 4).
Conclusion
The results of this study can be an effort to improve the existing knowledge about information literacy and identify more factors that influence it. Also, the results of this study can help universities, with the help of information literacy experts, design curricula and training workshops to strengthen these components and improve the level of information literacy and to develop students who have higher information literacy and are prepared for future life and careers. Students, also aware of the important role of openness to experience and cognitive flexibility, can overcome the potential problems associated with their lack of information literacy by improving their level of openness to experience and cognitive flexibility by participating in workshops related to these components and also by increasing their information literacy skills by participating in workshops and information literacy training courses.
Keywords: Cognitive flexibility, openness to experience, cognitive characteristics, students of Shiraz University, prediction of information literacy level
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رحیمی، حمید؛ یزدخواستی، علی و فیضی، زهرا (2014). وضعیت سواد اطلاعاتی دبیران دبیرستانهای عادی و هوشمند مقطع دوم متوسطه شهر کاشان، نظامها و خدمات اطلاعاتی. 2 (3): 91-102.
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عباسی، مریم و نوری مقدم، ثنا (1399). پیشبینی سبک حل مسئله بر اساس سبک پردازش اطلاعات و انعطافپذیری شناختی دانشجویان، سومین کنفرانس بینالمللی روانشناسی، مشاوره، تعلیم و تربیت، مشهد.
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کیخا، بتول؛ کیانی، حسن و غائبی، امیر (1398). مؤلفهها و شاخصهای مؤثر بر بهبود مهارتهای سواد اطلاعاتی کاربران کتابخانههای عمومی ایران؛ مطالعه دلفی، پژوهشنامه کتابداری و اطلاعرسانی. 9(2): 114-139.
مرادی، محمود و بهرامی نیا، سارا (1399). تأثیر سواد اطلاعاتی کتابداران بر رشد سازمانی کتابخانههای عمومی، فصلنامه بازیابی دانش و نظامهای معنایی. 7(21): 63-90.
References
Abbasi, M., Noori Moghadam, S. (2019). Prediction of problem solving style based on information processing style and cognitive flexibility of students. The third international conference on psychology, counseling, education and training. (Persian)
Abu Raya, M., Ogunyemi, A. O., Rojas Carstensen, V., Broder, J., Illanes-Manrique, M., & Rankin, K. P. (2023). The reciprocal relationship between openness and creativity: from neurobiology to multicultural environments. Frontiers in Neurology, 14, 1235348.
Aharony, N. & Gazit, T. (2020). Students’ information literacy self-efficacy: An exploratory study. Journal of Librarianship and Information Science, 52(1), 224-236.
Aharony, N., & Gur, H. (2019). The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy. Journal of Librarianship and Information Science, 51(2), 527-544.
Breit, M., Scherrer, V., Tucker-Drob, E. M., & Preckel, F. (2024). The stability of cognitive abilities: A meta-analytic review of longitudinal studies. Psychological Bulletin. https://doi.org/10.1037/bul0000425
Bunce, L. T., & Boerger, E. A. (2022). Openness to Experience Mediates the Relation Between Fantasy Proneness and Creative Thinking. Imagination, Cognition and Personality, 42(2), 192–214. https://doi.org/10.1177/02762366221120214
Caton, A., Bradshaw-Ward, D., Kinshuk, K., & Savenye, W. (2022). Future directions for digital literacy fluency using cognitive flexibility research: A review of selected digital literacy paradigms and theoretical frameworks. Journal of Learning for Development, 9(3), 381-393.
Cole, M. W. (2024). Cognitive flexibility as the shifting of brain network flows by flexible neural representations. Current Opinion in Behavioral Sciences, 57. https://doi.org/10.1016/j.cobeha.2024.101384
Hostetler, K., & Luo, T. (2021). Managing cognitive load in information literacy instruction. Educational technology research and development, 69(2), 583-606.
Kaykha, B., & Ghaebi, A. (2023). Framework for Improving Information Literacy Skills for Public Libraries in the Country. Quarterly Journal of Information Management Sciences and Technologies, 9(3). (Persian)
Kaykha, B., Kiani, H. & Ghaebi, A. (2019). Effective components and indicators on improving information literacy skills of Iranian public library users; Delphi study. Journal of Library and Information Science, 9(2), 26. (Persian)
Lantian, A., Wood, M., & Gjoneska, B. (2020). Personality traits, cognitive styles and worldviews associated with beliefs in conspiracy theories (pp. 155–167). Routledge Handbooks Online. https://doi.org/10.4324/9780429452734-2_1
Li, Z., Zhang, C., Zhang, C., Zhang, L., & Yang, J. (2024). The Role of Cognitive Processes in Problem Solving. 2(2). https://doi.org/10.18686/rcha.v2i2.4052
Lika, B. (2023). Personality and Openness to Experience: Theoretical Background (pp. 7–45). Springer International Publishing. https://doi.org/10.1007/978-3-031-45940-5_2
Lopes, C. A., da Luz Antunes, M., & Sanches, T. (2018). Contributos da literacia da informação para a Ciência Aberta. Ibersid: revista de sistemas de información y documentación, 12(1), 59-67.
Lövdén, M., et al. (2020). Education and cognitive functioning across the life span. Psychological Science in the Public Interest 21(1): 6-41.
Marzuki, M., Rusmar, I., Wahyudin, W., & Juandi, D. (2024). Cognitive Flexibility: Exploring Students' Critical Thinking Skills in Solving Mathematical Problems. KnE Social Sciences, 642-650.
Mayer, A.-K., & Krampen, G. (2016). Information Literacy as a Key to Academic Success: Results from a Longitudinal Study (pp. 598–607). Springer, Cham. https://doi.org/10.1007/978-3-319-52162-6_59
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Najafi, M., Azodolmolky, S., & Safi, A. (2024). The Role of Information Literacy on Cognitive Skills and Individual Factors (Self-Efficacy and Motivation) in the Curriculum of Secondary School Students. Muṭāli̒āt-i Ravānshinākhtī-i Nujavān va Javān, 5(11), 10–16. https://doi.org/10.61838/kman.jayps.5.10.2
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Rahimi, S., Seddighi, H., & Moradi, M. (2023). Investigating the relationship between information literacy, organizational creativity and job performance of librarians in public libraries in Kermanshah province. Quarterly Journal of Knowledge Retrieval and Semantic Systems. doi: 10.22054/jks.2023.71482.1554. (Persian)
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سیفی، سمیه؛ ابراهیمی قوام، صغری؛ عشایری، حسن و فرخی نورعلی، درتاج فرببرز (1396). اثر یادگیری سازگار با مغز بر انعطاف پذیری شناختی و توجه انتخابی دانش آموزان، تازههای علوم شناختی. ۱۹ (۳) :۵۱-۶۱.
عباسی، مریم و نوری مقدم، ثنا (1399). پیشبینی سبک حل مسئله بر اساس سبک پردازش اطلاعات و انعطافپذیری شناختی دانشجویان، سومین کنفرانس بینالمللی روانشناسی، مشاوره، تعلیم و تربیت، مشهد.
کیخا، بتول و غائبی، امیر (1392). چارچوبی برای بهبود مهارتهای سواد اطلاعاتی برای کتابخانههای عمومی کشور، علوم و فنون مدیریت اطلاعات. 9(3).
کیخا، بتول؛ کیانی، حسن و غائبی، امیر (1398). مؤلفهها و شاخصهای مؤثر بر بهبود مهارتهای سواد اطلاعاتی کاربران کتابخانههای عمومی ایران؛ مطالعه دلفی، پژوهشنامه کتابداری و اطلاعرسانی. 9(2): 114-139.
مرادی، محمود و بهرامی نیا، سارا (1399). تأثیر سواد اطلاعاتی کتابداران بر رشد سازمانی کتابخانههای عمومی، فصلنامه بازیابی دانش و نظامهای معنایی. 7(21): 63-90.
References
Abbasi, M., Noori Moghadam, S. (2019). Prediction of problem solving style based on information processing style and cognitive flexibility of students. The third international conference on psychology, counseling, education and training. (Persian)
Abu Raya, M., Ogunyemi, A. O., Rojas Carstensen, V., Broder, J., Illanes-Manrique, M., & Rankin, K. P. (2023). The reciprocal relationship between openness and creativity: from neurobiology to multicultural environments. Frontiers in Neurology, 14, 1235348.
Aharony, N. & Gazit, T. (2020). Students’ information literacy self-efficacy: An exploratory study. Journal of Librarianship and Information Science, 52(1), 224-236.
Aharony, N., & Gur, H. (2019). The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy. Journal of Librarianship and Information Science, 51(2), 527-544.
Breit, M., Scherrer, V., Tucker-Drob, E. M., & Preckel, F. (2024). The stability of cognitive abilities: A meta-analytic review of longitudinal studies. Psychological Bulletin. https://doi.org/10.1037/bul0000425
Bunce, L. T., & Boerger, E. A. (2022). Openness to Experience Mediates the Relation Between Fantasy Proneness and Creative Thinking. Imagination, Cognition and Personality, 42(2), 192–214. https://doi.org/10.1177/02762366221120214
Caton, A., Bradshaw-Ward, D., Kinshuk, K., & Savenye, W. (2022). Future directions for digital literacy fluency using cognitive flexibility research: A review of selected digital literacy paradigms and theoretical frameworks. Journal of Learning for Development, 9(3), 381-393.
Cole, M. W. (2024). Cognitive flexibility as the shifting of brain network flows by flexible neural representations. Current Opinion in Behavioral Sciences, 57. https://doi.org/10.1016/j.cobeha.2024.101384
Hostetler, K., & Luo, T. (2021). Managing cognitive load in information literacy instruction. Educational technology research and development, 69(2), 583-606.
Kaykha, B., & Ghaebi, A. (2023). Framework for Improving Information Literacy Skills for Public Libraries in the Country. Quarterly Journal of Information Management Sciences and Technologies, 9(3). (Persian)
Kaykha, B., Kiani, H. & Ghaebi, A. (2019). Effective components and indicators on improving information literacy skills of Iranian public library users; Delphi study. Journal of Library and Information Science, 9(2), 26. (Persian)
Lantian, A., Wood, M., & Gjoneska, B. (2020). Personality traits, cognitive styles and worldviews associated with beliefs in conspiracy theories (pp. 155–167). Routledge Handbooks Online. https://doi.org/10.4324/9780429452734-2_1
Li, Z., Zhang, C., Zhang, C., Zhang, L., & Yang, J. (2024). The Role of Cognitive Processes in Problem Solving. 2(2). https://doi.org/10.18686/rcha.v2i2.4052
Lika, B. (2023). Personality and Openness to Experience: Theoretical Background (pp. 7–45). Springer International Publishing. https://doi.org/10.1007/978-3-031-45940-5_2
Lopes, C. A., da Luz Antunes, M., & Sanches, T. (2018). Contributos da literacia da informação para a Ciência Aberta. Ibersid: revista de sistemas de información y documentación, 12(1), 59-67.
Lövdén, M., et al. (2020). Education and cognitive functioning across the life span. Psychological Science in the Public Interest 21(1): 6-41.
Marzuki, M., Rusmar, I., Wahyudin, W., & Juandi, D. (2024). Cognitive Flexibility: Exploring Students' Critical Thinking Skills in Solving Mathematical Problems. KnE Social Sciences, 642-650.
Mayer, A.-K., & Krampen, G. (2016). Information Literacy as a Key to Academic Success: Results from a Longitudinal Study (pp. 598–607). Springer, Cham. https://doi.org/10.1007/978-3-319-52162-6_59
McCrae, R. R., & Greenberg, D. M. (2014). Openness to experience. The Wiley handbook of genius, 222-243.
Moini, J., LoGalbo, A., & Ahangari, R. (2024). Information literacy competency standards for higher education. Cognitive functions, (pp. 211–228).
Moradi, M., & Bahraminia, S. (2020). The impact of librarians' information literacy on the organizational growth of public libraries. Quarterly Journal of Knowledge Retrieval and Semantic Systems, 7(23), 63-90. doi: 10.22054/jks.2020.49603.1268. (Persian)
Muhalani, R., & Dhini, H. R. (2024). Digitalization of Societies: The Strengths and Weaknesses of the Dynamics of the Digital Information Age and the Information Society. Semantik, 2(1), 44. https://doi.org/10.31958/semantik.v2i1.11692
Najafi, M., Azodolmolky, S., & Safi, A. (2024). The Role of Information Literacy on Cognitive Skills and Individual Factors (Self-Efficacy and Motivation) in the Curriculum of Secondary School Students. Muṭāli̒āt-i Ravānshinākhtī-i Nujavān va Javān, 5(11), 10–16. https://doi.org/10.61838/kman.jayps.5.10.2
Putri, A. A. (2022). Cognitive Flexibility: Know-How (pp. 429–437). Auerbach Publications eBooks. https://doi.org/10.1201/9781003318378-27
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