Assessing Library Anxiety in Undergraduate Students Using the Greek Library Anxiety Scale (G-LAS)

2016 ◽  
pp. 675-682 ◽  
Author(s):  
Konstantinos-Anastasios Doris ◽  
Paraskevi-Anna Provata ◽  
Eftichia Vraimaki
Keyword(s):  
Undergraduate Students ◽  
Anxiety Scale ◽  
Library Anxiety

AQAK: A library anxiety scale for undergraduate students

2012 ◽  
Vol 44 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Mumtaz A Anwar ◽  
Charlene L Al-Qallaf ◽  
Noriah M Al-Kandari ◽  
Husain A Al-Ansari
Keyword(s):  
Undergraduate Students ◽  
Anxiety Scale ◽  
Library Anxiety

scholarly journals Relationship Between Affective Tendency, Sex and Library Anxiety Among Undergraduate Students

2021 ◽  
Author(s):  
Osaretin Agbonavbare ◽  
Elizerbeth Egbochuku ◽  
Ismaila Adeleke
Keyword(s):  
Sample Size ◽  
Research Design ◽  
Undergraduate Students ◽  
Significant Relationship ◽  
Anxiety Scale ◽  
Cronbach Alpha ◽  
Library Anxiety ◽  
Correlational Research ◽  
The Relationship ◽  
Library User

Library anxiety is a type of fear that is associated with library user who becomes uncomfortable when using the library and its facilities. The aim of the study is to investigate the relationship between affective tendency, sex and library anxiety amongundergraduate students and it’s implications for counselling using University of Benin ascase study. A correlational research design was used to select a sample size of 200 from apopulation of 1546 registered users using simple random technique. Data was collectedusing the Affective Tendency and Library Anxiety Scale (ATLAS) adapted from Bostick(1992). The reliability was determined at 0.83 Cronbach Alpha. The results indicatedthere is no significant relationship between affective tendency and library anxiety, whilesex differ significantly with library anxiety. Counsellors should engage students onorientation programmes and give out guidelines on how to study and read effectively inthe library.

Reliability and Validity of the Ego and Discomfort Anxiety Inventory

1994 ◽  
Vol 75 (1) ◽  
pp. 384-386
Author(s):  
Victor L. Whiteman ◽  
Clayton T. Shorkey
Keyword(s):  
Social Work ◽  
Construct Validity ◽  
Undergraduate Students ◽  
Reliability And Validity ◽  
Social Work Students ◽  
Anxiety Scale ◽  
Negative Evaluation ◽  
State University ◽  
Test Retest Reliability ◽  
Work Class

This article reports significant test-retest reliability scores for the Ego and Discomfort Anxiety Inventory. Positive significant correlations with the Fear of Negative Evaluation Scale supported the construct validity of the Ego Anxiety Scale. Positive significant correlations with the Costello-Comrey Anxiety Scale supported the construct validity of the Discomfort Anxiety Scale. The sample included 28 graduate social work students in a research methods class and 28 undergraduate students in an introductory social work class at Michigan State University.

THE IMPACT OF GENDER, ANXIETY, AND DEPRESSION ON PERFORMANCE ON PURSUIT ROTOR

2007 ◽  
Vol 35 (5) ◽  
pp. 615-626
Author(s):  
Khader Baroun
Keyword(s):  
Undergraduate Students ◽  
Depression Scale ◽  
Anxiety Scale ◽  
Anxiety And Depression ◽  
Kuwait University ◽  
Pursuit Rotor ◽  
Low Levels ◽  
High Level ◽  
The Impact ◽  
Significant Increment

In this study the impact of gender, levels of anxiety, and depression on pursuit rotor performance task was investigated. The participants were 292 undergraduate students (171 men and 121 women) of Kuwait University, Kuwait. They completed an anxiety scale, depression scale, and 4 speed levels of pursuit rotor. They were divided into 3 groups (low, middle, and high anxiety and depression) based on their scores on the Kuwait University Anxiety Scale (KUAS; Abdel-Khalek, 2000) and the Beck Depression Inventory (BDI-II; Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). The results revealed that groups of men with low levels of anxiety, and high level of depression showed significant increment in performance and had more time on target than the other groups in all 4 speed sessions, whereas women displayed less time on target of pursuit rotor.

Persian Adaptation of Foreign Language Reading Anxiety Scale: A Psychometric Analysis

2014 ◽  
Vol 114 (2) ◽  
pp. 315-325 ◽  
Author(s):  
Purya Baghaei ◽  
Christine Hohensinn ◽  
Klaus D. Kubinger
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Rasch Model ◽  
Anxiety Scale ◽  
Partial Credit Model ◽  
Partial Credit ◽  
The Third ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Components Analysis

The validity and psychometric properties of a new Persian adaptation of the Foreign Language Reading Anxiety Scale were investigated. The scale was translated into Persian and administered to 160 undergraduate students (131 women, 29 men; M age = 23.4 yr., SD=4.3). Rasch model analysis on the scale's original 20 items revealed that the data do not fit the partial credit model. Principal components analysis identified three factors: one related to feelings of anxiety about reading, the second reflected the reverse-worded items, and the third related to general ideas about reading in a foreign language. In a re-analysis, the 12 items that loaded on the first factor showed a good fit with the partial credit model.

Library anxiety among undergraduate students in Greece

2115 ◽  
Author(s):  
Konstantinos-Anastasios Doris ◽  
Paraskevi-Anna Provata ◽  
Eftichia Vraimaki
Keyword(s):  
Undergraduate Students ◽  
Library Anxiety

Cattell Anxiety Scale in Predicting College Students' Achievement

1985 ◽  
Vol 56 (2) ◽  
pp. 567-570 ◽  
Author(s):  
Elliott H. Schreiber
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Anxiety Scale ◽  
Female Undergraduate ◽  
In The Beginning ◽  
The Relationship

120 college students were studied to estimate the relationship between high sten scores on the Cattell Anxiety Scale and above average college term grades. 43 male and 77 female undergraduate students were tested in the beginning of the semester and given a coded sten score. Strong grade differences were noted between students with high and students with low sten scores on the Cattell Anxiety Scale. This anxiety scale might be used to counsel students for improvement in achievement and success in college.

Feedback, Test Anxiety and Performance in a College Course

1998 ◽  
Vol 82 (1) ◽  
pp. 203-208 ◽  
Author(s):  
J. W. Clark ◽  
P. A. Fox ◽  
H. G. Schneider
Keyword(s):  
Test Anxiety ◽  
Undergraduate Students ◽  
Test Performance ◽  
Anxiety Scale ◽  
Course Performance ◽  
Test Feedback ◽  
Scale Scores ◽  
Lower Test ◽  
And Performance ◽  
Unit Tests

The effects of three forms of test feedback and text anxiety on test performance were examined within the context of a self-paced, criterion-based course in educational psychology. 73 undergraduate students completed seven units of work and were evaluated by computer-administered unit tests. Students were randomly assigned to one of three test feedback forms: (1) item-by-item knowledge of responses, (2) answer-until-correct, and (3) delayed feedback. Students received their assigned feedback during the first two units, after which they were allowed to choose. Test anxiety was measured prior to testing on Sarason's Test Anxiety Scale and during testing on an item administered by the computer program. Students who reported high test anxiety on the Test Anxiety Scale experienced more anxiety during testing than students reporting low test anxiety. Anxiety during testing was not related to type of feedback, and the two variables were not related to course performance on the second unit. Data collected at the conclusion of the semester indicated that students who reported higher test anxiety required more attempts to pass unit tests than those reporting lower test anxiety. Given a choice, students preferred answer-until-correct feedback. This preference was not related to Test Anxiety Scale scores. Anxiety during testing was not related to being allowed to choose forms of feedback.

THE IMPACT OF ANXIETY AND GENDER ON PERCEIVING THE MUELLER-LYER ILLUSION

2005 ◽  
Vol 33 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Khader A. Baroun ◽  
Bader M. Al-Ansari
Keyword(s):  
Undergraduate Students ◽  
Anxiety Scale ◽  
Kuwait University ◽  
Lyer Illusion ◽  
Significant Difference ◽  
Scale Scores ◽  
Males And Females ◽  
And Gender ◽  
The Impact ◽  
The Relationship

This study aimed at investigating the relationship between anxiety, gender and the Mueller-Lyer illusion perception among a sample of 242 undergraduate students (66 males and 176 females), of Kuwait University, Kuwait, to the Mueller-Lyer and Horizontal-Vertical illusion forms. The subjects were divided into 3 groups (high, middle and low anxiety) in accordance with their anxiety scale scores. Although the overall analysis showed no significant difference between males and females with respect to most variables, a significant difference in anxiety was observed where females scored higher than males. The results also showed that gender had no significant correlation to the Mueller-Lyer perception and Horizontal-Vertical illusion. In addition, no significant difference was found as regards the anxiety and gender relationship to degree of illusion. However, the data did show some significant difference in relationship between anxiety and the perception of illusion, with males exhibiting higher scores for anxiety tending to have higher illusion error scores than males with low anxiety scores. Females with higher anxiety scores also were found to have higher illusion error scores than females with low anxiety scores.

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