自我效能理论视阈的高校图书馆用户教育研究

An Application Research of Self-efficacy Theory to the University Library User Education

从社会认知的角度,将自我效能理论应用于高校图书馆用户教育中,分析用户教育与自我效能之间的关系,影响图书馆用户自我效能的因素有以前利用图书馆的直接经验、替代性经验、言语劝说以及生理和情绪状态。提出在用户教育中应增加用户利用图书馆的直接经验、综合施用间接性经验、开展分层次的教育、引导用户进行正确归因以及缓解用户紧张与焦虑情绪等提高图书馆自我效能的策略。

From the perspective of social cognition, the author in this study applied self-efficacy theory to library user education, ana- lyzed the relationship between user education and self-efficacy. The author also discussed the factors of impacting library user self-efficacy, including direct experience of previous use of the library, alternative sexual experience, verbal persuasion and physiological and emotional state. He also raised the strategy of how to improve user library self-efficacy skills in academic libraries, that is, gaining the direct experience of library users, appling the indirect experience comprehensively, carrying out different levels of education, guiding users to the correct attribution, and easing tension and anxiety.