Purpose

The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.

Design/methodology/approach

Unified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.

Findings

By country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.

Practical implications

Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.

Originality/value

This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.

中文翻译：

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未来心理学专业人士对信息素养能力的看法：西班牙和葡萄牙的比较研究

目的

该研究的目的是分析西班牙和葡萄牙心理学学生对重要性信念 (BI)、自我效能感 (SE) 和信息素养 (IL) 能力的首选学习来源 (SL) 的看法。

设计/方法/方法

统一方案基于问卷 IL-HUMASS（26 项）。进行了定量诊断-比较研究，包括因子和方差分析。检查假设符合性。

发现

就国家而言，学生的认知没有显着差异，尽管 BI 的分数高于 SE。按类别划分，存在一些显着差异，最不重要的是加工。就个人能力而言，其中七人表现出国家之间的差异。学习偏好是课堂学习和自主学习的混合。学生们几乎没有意识到图书馆的价值。在每个维度共享相同组成部分的因子结构中，确实出现了一些新兴因子。

实际影响

IL 能力方面的动机（BI 和 SE）是未来心理学家的关键资产。兴趣应该集中在一些新兴的动机因素上。学生对图书馆的欣赏应通过相应的改进措施来提高。这种方法可以辅以定性研究。

原创性/价值

这可能是关于未来心理学专业人士对 IL 能力认知的第一次诊断比较研究。