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论文编号：	12745
作者编号：	2120193002
上传时间：	2021/12/7 17:30:12
中文题目：	博士研究生的信息素养影响因素研究
英文题目：	Research on the Influencing Factors of Information Literacy of Doctoral Candidates
指导老师：	徐曼
中文关键字：	信息素养；博士研究生；社会认知理论；影响因素
英文关键字：	Information Literacy; Doctoral Candidates; Social Cognitive Theory; Influencing Factors
中文摘要：	随着大数据、人工智能等高新技术的应用，以及更多知识检索与知识共享平台的普及，信息化社会互联网的迅速发展对每个人的信息素养都有了新的要求和挑战。提升博士生的信息素养水平既有利于扩宽其研究视野、提升科研水平，还能够提高其获取科研情报的能力。一直以来对信息素养的影响因素研究多关注单一因素的影响，较少综合考虑多种因素的整体影响路径模型。本文通过探寻验证影响博士生信息素养的多种因素及其形成机制，丰富相关理论研究的同时对博士生群体的信息素养提升有针对性地提出建议策略。 本研究基于社会认知理论，从个人层面、环境层面和行为层面出发，构建博士生信息素养的影响因素模型，搭建符合博士生群体特征的信息素养和影响因素量表。通过问卷调查得到研究数据，利用SPSS 25.0和Smart PLS 3.3.2等数据处理软件进行分析，基于专业学科、年级、性别、论文数量、是否上过信息素养课程等变量进行信息素养水平差异性检验，并利用结构方程模型分析法，研究模型中各影响因素对信息素养的作用机制和影响程度，得到实证检验结果。 研究发现不同专业学科、是否上过信息素养课程的博士生群体的信息素养水平有显著的差异性。结构方程模型结果中，自我效能感、互联网态度、学校组织支持、导师带动引导、人际沟通能力、社交媒体应用能力都对博士生的信息素养水平产生正向显著影响，其中影响程度最大的是自我效能感和学校组织支持。与大学生群体相比，博士生群体的自我效能感对信息素养的影响程度更大，且人际沟通能力对博士生的信息素养水平产生的显著正向影响在大学生群体中是不显著的。研究还验证了是否上过信息素养课程会对结构方程模型产生调节作用。最后根据研究结论，结合博士生的实际情况，从提升自我效能感、提升学校组织支持和提升人际沟通能力三个方面提出了有针对性的博士生信息素养提升策略建议。
英文摘要：	With the application of high technology such as big data and artificial intelligence, as well as the popularization of more knowledge retrieval and knowledge sharing platforms, the rapid development of the information society Internet has new requirements and challenges for everyone's information literacy. Improving the information literacy level of doctoral students is not only conducive to broadening their research horizons, improving their scientific research level, but also improving their ability to obtain scientific research information. Research on the influence factors of information literacy has always focused on the influence of a single factor, and less comprehensively consider the overall influence path model of multiple factors. This article explores and validates the various factors that affect the information literacy of doctoral students and their formation mechanisms, enriches related theoretical research, and proposes targeted strategies for improving the information literacy of the doctoral group. Based on the theory of social cognition, this research constructs a model of the influencing factors of doctoral students' information literacy and builds a scale of information literacy and influencing factors that conforms to the characteristics of the doctoral group from the individual level, environmental level and behavioral level. Research data is obtained through questionnaire surveys, and data processing software such as SPSS 25.0 and Smart PLS 3.3.2 is used for analysis. Based on variables such as professional disciplines, grades, sexuality, number of papers, and whether information literacy courses have been taken, differences in information literacy levels are tested and used Structural equation model analysis method, to study the mechanism and degree of influence of each influencing factor in the model on information literacy, and obtain empirical test results. The study found that there are significant differences in the information literacy level of doctoral students in different professional disciplines and whether they have taken information literacy courses. In the results of the structural equation model, self-efficacy, Internet attitudes, school organization support, mentor-led guidance, interpersonal communication skills, and social media application skills all have a positive and significant impact on the level of information literacy of doctoral students. The most influential one is self Efficacy and school organization support. Compared with college students, the self-efficacy of doctoral students has a greater impact on information literacy, and the significant positive impact of interpersonal communication skills on the information literacy level of doctoral students is not significant among college students. The study also verified whether taking an information literacy course will have a moderating effect on the structural equation model. Finally, based on the research conclusions, combined with the characteristics of doctoral students, a targeted strategy for doctoral students' information literacy improvement is proposed from three aspects: enhancing self-efficacy, enhancing school organizational support, and enhancing interpersonal communication skills.
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