Intelligence, academic self-concept, and information literacy: The role of adequate perceptions of academic ability in the acquisition of knowledge about information searching.

Autor/inn/en	Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter
Titel	Intelligence, academic self-concept, and information literacy: The role of adequate perceptions of academic ability in the acquisition of knowledge about information searching. Gefälligkeitsübersetzung: Intelligenz, akademisches Selbstkonzept und Informationskompetenz: Die Rolle geeigneter Wahrnehmungen der akademischen Fähigkeit beim Wissenserwerb über Informationssuche.
Quelle	In: Information research, 20 (2015) 1, 20 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Fähigkeit; Intelligenz (Psychologie); Selbstkonzept; Bachelor-Studiengang; Student; Information Retrieval
Abstract	Argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information literacy: A positive relationship between intelligence and information literacy is only expected for students with a high academic self-concept. It is expected that this moderator effect is mediated by students' effort: Whenever students recognize their actual deficits or strengths, they will invest more effort than if they are over- or underconfident. 137 college students studying psychology (aged 18-31 years) participated in the quantitative field study. Measures included a standardized information literacy test, Raven's Advanced Progressive Matrices test for fluid intelligence as well as standardized measures for students' academic self-concept and work avoidance tendencies. Multiple regression analysis and tests for mediated moderation revealed, with regard to the hypothesized interaction effect, that a positive relation between intelligence and information literacy solely exists for students with a high academic self-concept. A high academic self-concept may even be detrimental for information literacy when paired with low intelligence. These effects were partially mediated by students' tendency for work avoidance. These findings corroborate that adequate self-perceptions of academic abilities are a basic requirement for information-seeking skills. Hence, the authors emphasize a need for ability-tailored information literacy training paired with performance feedback to foster realistic self-perceptions. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3