Learning is not static but dynamic and it is not restricted to an externally imposed direction of learning. Thus, helping an individual to actualize self-direction in learning is a potential model for enhancing information literacy skills and learning outcomes. This study, therefore, employed the theoretical framework of self-directed learning skills to foster students’ lifelong learning tendencies and intentions for vocational skills upgrading via an enhanced information literacy self-efficacy. We employed a quasi-experimental design, with a three-wave survey. The participants were 163 students of Adult and Vocational Education programmes from two universities in Nigeria. The repeated measure MANCOVA results revealed that our intervention increased the participants’ self-directed learning skills, lifelong learning tendencies, and intentions to participate in skills upgrading upon graduation. The mediation tests showed information literacy self-efficacy as a mediator of the relationship between our intervention and the students’ lifelong learning tendencies, as well as with intentions for skills upgrading.

中文翻译：

---

促进成人和职业教育本科生的终身学习倾向和职业培训意向

学习不是一成不变的，而是动态的，它不仅限于外部施加的学习方向。因此，帮助个人在学习中实现自我指导是增强信息素养技能和学习成果的潜在模型。因此，本研究采用自我导向学习技能的理论框架，通过增强的信息素养自我效能感，培养学生的终身学习倾向和职业技能提升的意图。我们采用了准实验设计，并进行了三波调查。参与者是来自尼日利亚两所大学的163名成人和职业教育课程的学生。重复测量的MANCOVA结果表明，我们的干预提高了参与者的自我学习能力，终身学习倾向，并打算在毕业后参与技能提升。调解测试表明，信息素养的自我效能感可以作为我们干预与学生终身学习倾向之间的中介者，并具有提高技能的意图。