نقش سوگیری‌های شناختی در رفتار اطلاعاتی علمی دانشجویان تحصیلات تکمیلی دانشگاه خوارزمی

نویسندگان
دانشگاه خوارزمی
چکیده
زمینه و هدف: با توجه به نقش جنبه‌های روان‌شناختی در رفتار اطلاعاتی انسان و تأثیر عوامل روانی بر تعامل انسان و اطلاعات، این پژوهش به مطالعه سوگیری‌های شناختی در رفتار اطلاعاتی می‌پردازد .بدین ‌ترتیب هدف اصلی پژوهش، بررسی نقش سوگیری‌های شناختی در رفتار اطلاعاتی علمی دانشجویان تحصیلات تکمیلی دانشگاه خوارزمی است.

روش: پژوهش با رویکرد کیفی و روش گرانددتئوری(نسخه کلاسیک) انجام شده است. جامعه آماری پژوهش کلیه دانشجویان مقطع تحصیلات تکمیلی دانشگاه خوارزمی بودند. با در نظر داشتن نمونه‌گیری هدفمند و با استفاده از نمونه‌گیری دردسترس، 25 نفر از آنها به عنوان نمونه پژوهش انتخاب شدند. داده‌های پژوهش با استفاده از ابزار مصاحبه گردآوری و از طریق پیگیری اصول تحلیل داده‌ها و مبانی کدگذاری در گراندد‌تئوری تحلیل شده‌اند.

یافته‌ها: براساس تحلیل داده‌های پژوهش، سوگیری‌های شناختی در رفتار اطلاعاتی علمی افراد تأثیرگذار هستند. 28 مورد سوگیری شناختی در متن مصاحبه‌های پیاده‌سازی شده شناسایی شد. در هر یک مراحل شش گانه مدل رفتار اطلاعاتی ایزنبرگ و کویتز، سوگیری‌های شناختی به شکلی تأثیرگذار هستند. سوگیری‌ها می‌توانند در تشخیص، تعیین و تبیین نیاز اطلاعاتی، تصمیم‌گیری برای گزینش منابع اطلاعاتی، انتخاب مراکز اطلاعاتی، استخراج و استفاده از اطلاعات، سازماندهی و به اشتراک‌گذاری اطلاعات کسب شده و در نهایت در ارزیابی فرآیند کاوش اطلاعات نقش ایفا کنند.

نتیجه‌گیری: سوگیری‌های شناختی در کنار دیگر عوامل مطرح در رفتار اطلاعاتی قرار می‌گیرند و می‌توانند بر آنها تأثیر بگذارند و یا از آنها تأثیر بپذیرند. سوگیری‌ها می‌توانند پیامدهایی چون عدم موفقیت در بازیابی و کسب اطلاعات، پرهیز از اطلاعات و در نهایت شکست در رفع نیاز اطلاعاتی داشته باشند. برای درک عمیق‌تر از نقش سوگیری‌های شناختی، لازم است آنها را در بافت‌ها و در شکل‌های مختلف رفتار اطلاعاتی مورد بررسی قرار داد.
کلیدواژه‌ها

عنوان مقاله English

The Role of Cognitive Biases in scientific information behavior of postgraduate students in Kharazmi University

نویسندگان English

Sara Behimehr
Yazdan Mansourian
kharazmi university
چکیده English

Background and Aim: considering the significance of cognitive and psychological factors in human-information interaction, this study investigates the role of cognitive biases in academic information behavior of postgraduate students at Kharazmi University.

Methodology: this qualitative research used classic grounded theory as the method. The research population included all postgraduate of Kharazmi University who were at the writing up stage. Twenty-five students were chosen through a purposive convenient sampling process. The data were collected through semi-structured interviews and were analyzed based on the classic grounded theory coding and qualitative content analysis. Eisenberg & Berkowitz information behavior model was used as the framework.

Findings: The results showed that cognitive biases influence people's information behavior and 28 of cognitive biases were identified. Cognitive biases interfere on different six steps of Eisenberg & Berkowitz information behavior model. Biases can play a role in identifying and explaining information needs, selecting information resources, selecting information centers, using information, organizing and sharing information and evaluating the information seeking process.

Conclusions: cognitive biases can affect or be affected by other factors involved in information behavior. Failure in information access and information retrieval, information avoidance and also failure in resolving information needs are some of cognitive biases’ consequences. Cognitive biases should be studied in different contexts so that other aspects can be more thoroughly understood.

کلیدواژه‌ها English

Cognitive biases
Information behavior
Human Information Interaction
Information seeking
Information need
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