the relationship between information literacy, motivated strategies for learning with self-directed learning readiness

Introduction: although several studies have been conducted about selfdirected learning readiness, it seems that in iran there has been no research on the relationship between information literacy, motivated strategies for learning with selfdirected learning readiness. the purpose of this study was to investigate the relationship between information literacy and motivated strategies for learning, and students’ selfdirected learning readiness. method: this research was a descriptive correlational study. for this purpose, 335 students were selected using convenience sampling method. to collect data, the information literacy questionnaire (ilq), motivated strategies for learning questionnaire (mslq) and selfdirected learning readiness scale (sdlrs) were used. the spss, pearson correlation coefficient, and multiple regression analysis were applied to analyze the data. results: the findings showed that information literacy, motivated studying and learning strategies, and their components, except formetacognitiveselfregulation, had a significant relationship with selfdirected learning readiness. also, the results of multiple regression analysis revealed that approximately 39 percent of students’ selfdirected learning readiness variance is predictable based on motivated strategies for learning. the coefficients of the regression model showed that information exchange was significantly involved in predicting selfdirected learning readiness among the components of information literacy. conclusion: it can be concluded that information literacy, motivated strategies for learning are the variables associated with selfdirected learning readiness. it is necessary to focus on cognitive skills for improving selfdirected learning readness in education system.