Relationship between information literacy and teaching quality of teachers with academic well-being with the moderating role of students' study strategies

The aim of the present study was to assess the relationship between information literacy and teacher teaching quality with academic well-being with a modifying role in the study strategies of Tonekabon junior high school girls. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study consisted of 2571 female junior high school students in Tonekabon and 322 female teachers in Tonekabon junior high school. The sample size of the study was 193 for students by cluster random sampling method and 175 for teachers by simple random sampling method. , Piternin et al. (2014) with reliability (0.82), Yazdani (2012) with information reliability (0.86) and study strategies and Harakovich et al. (2000) with reliability (0.77) were used. Academic experts were confirmed and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, structural equation technique was used using Lisrel statistical software and Spss statistical software. The research findings showed. There is a positive and significant relationship between teachers 'information literacy and students' academic well-being. There is a positive and significant relationship between teachers 'teaching quality and students' academic well-being. There is a positive and significant relationship between teachers 'information literacy and students' academic well-being with the moderating role of study strategies. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being with the moderating role of study strategies. The results indicate that study strategies have a moderating role in the relationship between information literacy and the quality of teachers 'teaching with students' academic well-being.