Purpose The study was designed to examine the predictors of information literacy self-efficacy skills (IL skills) of medical students. Design/methodology/approach The study was quantitative in nature and was carried out by using survey research method. Wong and Law Emotional Intelligence Scale (WLEIS) and Information Literacy Self-Efficacy Scale for medical students (ILSES-M) were used to collect the data. Data was collected randomly from 223 out of 526 undergraduate medical students on proportionally random basis according to the number of students available in each year. PLS-SEM analysis was run with the help of SmartPLS 3.2. Findings The findings of the study revealed that three subconstructs for emotional intelligence (EI), that is, self-emotions appraisal, others-emotion appraisal, use of emotions, had a statistically significant positive impact (p < 0.05) on information literacy (IL) self-efficacy of the medical students. The findings further confirm that English language proficiency and frequency of attended IL instruction sessions also have a significant positive impact on IL self-efficacy of medical students. Originality/value The exploration of EI in relation to IL is comparatively a novel area. The study observed the influence of EI level on IL self-efficacy of medical students. The study will be a significant contribution to the IL literature. The results may help the information professionals/librarians, particularly those who are engaged in teaching and designing IL programs.
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