رابطه مهارت‌های زندگی و رفتار جستجوی اطلاعات در وب معلم‌دانشجویان بر پایه نظریه شناختی–اجتماعی بندورا

سیما  کوشکی; فرشته سپهر; مینا  شاه محمدی

Authors

Sima kooshki Department of Knowledge and Information Science ,NT.C., Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0002-5241-9674
Fereshteh Sepehr Department of Knowledge and Information Science ,NT.C., Islamic Azad University, Tehran, Iran. Corresponding author https://orcid.org/0000-0002-5178-8788
Mina Shahmohammadi Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran. Author https://orcid.org/0009-0007-7548-1362

Keywords:

Direct Behavioral Observation, Student Teachers, Bandura's Social Cognitive Theory, Web Information-Seeking Behavior, Life Skills

Abstract

This study aimed to investigate the relationship between life skills and their cognitive, behavioral, and social-communication dimensions and web information-seeking behavior among student teachers within the framework of Bandura’s Social Cognitive Theory. This applied study employed a descriptive-correlational design. The statistical population comprised all 48 master’s students admitted to Farhangian University in 2023 and 2024, all of whom were included through census sampling because of the limited population size. Data were collected using a standardized 140-item Life Skills Questionnaire measuring cognitive, behavioral, and social-communication dimensions, together with structured observation of participants’ actual web information-seeking behavior. Participants completed predefined search tasks while their screen activities were recorded using Camtasia. Recorded behaviors were subsequently coded according to indicators including search strategy, keyword use, search scope and depth, result selection, and criteria for source selection. Data were analyzed in SPSS using Pearson’s correlation coefficient and linear regression analysis at a significance level of 0.05. Pearson’s correlation analysis indicated a positive but weak relationship between overall life skills and web information-seeking behavior, which was not statistically significant (r=0.267, p=0.066). Regression analysis showed that life skills explained 7.1% of the variance in web information-seeking behavior; however, the regression model was not statistically significant (R²=0.071, F(1,46)=3.553, p=0.066). Likewise, the cognitive (R²=0.069, p=0.072), behavioral (R²=0.038, p=0.187), and social-communication (R²=0.040, p=0.171) dimensions did not significantly predict web information-seeking behavior. Life skills and their dimensions were not significant predictors of web information-seeking behavior among student teachers. These findings suggest that web information-seeking is influenced by a broader combination of individual, educational, and technological factors, including information literacy, digital competencies, prior technology experience, and training in effective information-search strategies.

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