Information Literacy as a Key to Academic Success: Results from a Longitudinal Study

Conference paper

DOI: 10.1007/978-3-319-52162-6_59

Part of the Communications in Computer and Information Science book series (CCIS, volume 676)
Cite this paper as:
Mayer AK., Krampen G. (2016) Information Literacy as a Key to Academic Success: Results from a Longitudinal Study. In: Kurbanoğlu S. et al. (eds) Information Literacy: Key to an Inclusive Society. ECIL 2016. Communications in Computer and Information Science, vol 676. Springer, Cham


The present paper examines whether university students’ information literacy contributes to their academic performance over and above their level of general cognitive abilities. Fifty-three German psychology students (18–25 years, 85% female) participated in a longitudinal study with four waves of measurement spanning the first 18 months of their bachelor studies. Stepwise multiple regression analyses revealed that scholarly information literacy (as assessed by a fixed-choice test of knowledge about information search and evaluation) predicted university grade point average as well as basic psychology knowledge even when controlling for fluid intelligence. According to additional simple slope analyses, information literacy was able to compensate for limited cognitive ability: Information literacy and academic performance were only associated in students with lower working memory capacity.


Information literacy Fluid intelligence Working memory Academic achievements Expertise Higher education Psychology 

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.ZPID - Leibniz Institute for Psychology InformationTrierGermany
  2. 2.University of TrierTrierGermany

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