The aim of this study was to investigate the role of self-efficacy beliefs in the information-seeking behaviour of high school students in Mauritius. The study explored a) whether or not there existed a relationship between self-efficacy and information-seeking behaviour, b) whether tasks affected self-efficacy in information-seeking, c) how the level of self-efficacy beliefs in information-seeking of the high school students could be maintained and/or increased and d) whether motivating factors were present, that would both influence self-efficacy beliefs and the students‟ choice of behaviour. The researcher adopted an interpretivist framework, within which a constructivist view was taken. A mixed methods approach was adopted. A qualitative approach was the main research method adopted and this was complemented with descriptive statistical analyses in the form of means and standard deviations. Data were collected by means of both appraisal forms that were distributed to all forty-eight Science and Arts students in the upper sixth form, and interviews.
The interviews, which formed the main basis of the study, were carried out with ten students, namely, five from the Science class and five from the Arts class. Results obtained suggested a positive relationship between self-efficacy beliefs and information-seeking behaviour, and tasks were seen to influence self-efficacy beliefs in information-seeking. Several sources were identified as being capable of maintaining and/or increasing levels of self-efficacy beliefs in information-seeking, and it was observed that rewards contributed towards explaining human information behaviour, and had an effect upon self-efficacy beliefs. Following analysis and interpretation of the data, a model of factors relating to self-efficacy beliefs and information-seeking behaviour was developed. Recommendations are included to provide guidance to teachers, librarians and researchers.
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