Master of Science (MS)
Educational Psychology & Higher Education
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
Information literacy skills, including critical thinking and problem-solving skills, are imperative for academic, personal, and professional success. Unfortunately, many students graduate only to be more daunted than ever by the vast amount of information available to them and increasingly rely on convenience over quality in their information-seeking behaviors. This study hoped to address this by increasing students’ motivation for engaging in an online information literacy module. Using self-determination theory (SDT) from the field of motivation, motivationally-supportive modules were designed to support students’ feelings of autonomy and competence and ultimately grades on their final research assignment. Experimental conditions included providing relevance, using non-controlling language, and providing feedback. Results and lessons learned are shared, as well as implications for theory, research, and practice.
Information literacy; Library instruction; Motivation; Online learning; SDT; Self determination theory
Education | Educational Psychology | Library and Information Science
University of Nevada, Las Vegas
Marineo, Francesca, "Motivation and Online Information Literacy Instruction: A Self-Determination Theory Approach" (2019). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3647.
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/