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The objectives of this study are to explore: (1) to what extent does the openness to experience variable explain students\u2019 information literacy self-efficacy?; (2) to what extent do the cognitive appraisals threat and challenge explain students\u2019 information literacy self-efficacy? and (3) to what extent does the variable of motivation explain students\u2019 information literacy self-efficacy? The research was conducted in Israel during the spring semester of the 2017 academic year and involved 136 students. Researchers used five questionnaires to gather data. Findings suggested that the personality characteristics of openness to experience, as well as threat and challenge, and motivation predicted students\u2019 information literacy self-efficacy.<\/jats:p>","DOI":"10.1177\/0961000618790312","type":"journal-article","created":{"date-parts":[[2018,7,26]],"date-time":"2018-07-26T23:48:50Z","timestamp":1532648930000},"page":"224-236","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":39,"title":["Students\u2019 information literacy self-efficacy: An exploratory study"],"prefix":"10.1177","volume":"52","author":[{"given":"Noa","family":"Aharony","sequence":"first","affiliation":[{"name":"Bar-Ilan University, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tali","family":"Gazit","sequence":"additional","affiliation":[{"name":"Bar-Ilan University, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2018,7,26]]},"reference":[{"key":"bibr1-0961000618790312","unstructured":"ACRL (2000) Information Literacy Competency Standards for Higher Education. 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