Library anxiety among undergraduate students in Greece

2115 ◽  
Author(s):  
Konstantinos-Anastasios Doris ◽  
Paraskevi-Anna Provata ◽  
Eftichia Vraimaki
Keyword(s):  
Undergraduate Students ◽  
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 Undergraduate Students with Strong Tendencies Towards Critical Thinking Experience Less Library Anxiety

2009 ◽  
Vol 4 (4) ◽  
pp. 63 ◽  
Author(s):  
Cari Merkley
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Research Skills ◽  
Thinking Dispositions ◽  
Library Anxiety ◽  
Self Confidence ◽  
Critical Thinking Dispositions ◽  
Survey Instruments ◽  
The Difference ◽  
Thinking Disposition

A Review of: Kwon, Nahyun. “A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process.” College & Research Libraries 69.2 (2008): 117-31. Objective – To investigate the nature of the association between a student’s critical thinking disposition and the extent to which they suffer from library anxiety. Design – Standardized quantitative survey instruments and a qualitative content analysis of student essays. Setting – A state (publically funded) research university located in the southeast United States. Subjects – 137 undergraduate students enrolled in the Library and Research Skills course. Methods – Undergraduate students enrolled in the three-credit course Library and Research Skills during the spring 2006 semester were invited to participate in the study. Of 180 students registered in the course, 137 volunteered to take part. Data collection took place in the first two weeks of the semester. Participants were asked to complete two standardized survey instruments: the California Critical Thinking Disposition Inventory (CCTDI) and the Library Anxiety Scale (LAS). The purpose of the CCTDI is to “measure a person’s disposition to use critical thinking” (119). The instrument consists of seven scales: “truth-seeking”; “open-mindedness”; “analyticity”; “systematicity”; “critical thinking self-confidence”; “inquisitiveness”; and “maturity” (119). “Truth-seeking” is a commitment to seeking answers even if the process proves difficult or reveals information outside of one’s belief system, “systematicity” is defined as an organized approach to problem solving, and “maturity” is the ability to make “reflective decisions when facing ill-structured problem situations” (119). “Analyticity” refers to a subject’s ability to anticipate possible outcomes, “open-mindedness” to being open to different points of view, “critical thinking self- confidence” to a belief in one’s own critical thinking skills, and “inquisitiveness” to “intellectual curiosity” (119). Participants scored 75 items using a six-point Likert-type scale. The LAS measures levels of library anxiety by asking students to respond to 43 statements using a five-point point Likert-type scale. The LAS is designed to identify perceived roadblocks to their students’ use of the library, including “barriers with staff” or staff who are not helpful, “affective barriers” or a lack of confidence in one’s research skills, “comfort with the library,” “knowledge of the library,” and “mechanical barriers” such as equipment that is difficult to use (119). In addition, participants were asked to write a 500-1,000 word essay about their “most recent or most memorable experience of using the library and its resources to write a research a paper” (120). Quantitative data collected from the CCTDI and LAS was analyzed using statistical software and the content of the qualitative data generated by the student essays was analyzed to identify common critical thinking and library anxiety themes. Main Results – Only a small percentage (6%) of participants in the study were freshman (i.e., in their first year of study). The largest group was comprised of third year students or juniors (41.8%), followed by sophomores (27.6%) and seniors (21.6%). The participants ranged in age from 18 to 60, with an average age of 22.9 years. Over 68% percent were female. Overall, a higher percentage of study participants scored lower on the CCTDI across all seven scales than a normative sample of undergraduate students. A score below 40 on a particular scale is considered by the instrument developers to be an indication of weakness in that particular dimension of critical thinking. The participants’ mean score for each of the seven scales fell below this threshold. Areas of particular weakness were truth-seeking (82% of students scored below 40), systematicity (63% scored below 40), and maturity (55% below 40). The researcher ranked the students by their total CCTDI scores, and then divided the subjects into three equal groups. The 37 students with the highest overall CCTDI scores were labelled the strong critical thinking dispositions (CTD) group. The 37 students with the lowest overall CCTDI scores formed the weak CTD group. The mean LAS scores of participants in each group were then compared. A higher LAS score is indicative of a higher level of library anxiety. Students with strong CTD demonstrated significantly less library anxiety than those with weak critical thinking dispositions (an overall mean score of 93.03 versus 111.13). When it came to the five dimensions of library anxiety, the difference in the mean scores between the two groups was greatest for staff barriers (30.88 for participants with strong CTD versus 38.20 for those weak CTD) and affective barriers (27.24 versus 32.94). The difference in scores for anxiety arising from mechanical barriers was lower (0.83), but still statistically significant (p

scholarly journals A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process

2008 ◽  
Vol 69 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Nahyun Kwon
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Information Search ◽  
Thinking Dispositions ◽  
Library Anxiety ◽  
Critical Thinking Dispositions ◽  
Library Use ◽  
Survey Instruments ◽  
Affective Information ◽  
The Relationship

This study investigated the nature of associations between critical thinking dispositions and library anxiety among 137 undergraduate students. The study was conducted by administering standardized survey instruments and by analyzing the contents of student essays on critical incidents of their library use experience. The results of these quantitative and qualitative investigations consolidated each other by revealing negative associations between the two variables. An interactive model of critical thinking and library anxiety emerged from the investigation, showing how they interact with each other during the library use process. Both theoretical and practical implications of the findings were discussed within the frameworks of affective information behavior and information literacy, respectively.

Library anxiety, library use and academic performance of undergraduate students in Pakistan

2016 ◽  
Vol 65 (8/9) ◽  
pp. 564-577 ◽  
Author(s):  
Sajjad Ullah Jan ◽  
Mumtaz Ali Anwar ◽  
Nosheen Fatima Warraich
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Academic Discipline ◽  
Negative Relationship ◽  
Research Attention ◽  
Grade Point ◽  
Content Type ◽  
Library Anxiety ◽  
Library Use ◽  
The Status

Purpose The purpose of this paper is to examine the status of library anxiety, which has received relatively little research attention in Pakistan, and its relationship with library use, academic performance (grade point average), gender and academic discipline among the undergraduate students. Design/methodology/approach Data were collected using a questionnaire from 725 fourth year undergraduate students of three different disciplines from three universities. The participation was voluntary. The data were processed using SPSS version 20. Findings A majority of the respondents (72.1 per cent) experienced a mild library anxiety. The factors: user education and user knowledge were the greatest sources of library anxiety. Findings revealed differences in library anxiety on the basis of gender and academic discipline. Library anxiety and academic performance had a significant negative relationship with each other. Originality/value This is the first study in Pakistan that addressed library anxiety and its relationship with library use, academic discipline and academic performance using a large group (N = 725) of undergraduate students.

Can research “send me high?” Addressing flow theory

2015 ◽  
Vol 43 (4) ◽  
pp. 689-705 ◽  
Author(s):  
Sandy L Hudock
Keyword(s):  
Sample Size ◽  
Undergraduate Students ◽  
Information Seeking ◽  
Flow Theory ◽  
Research Process ◽  
Future Research ◽  
Flow State ◽  
Content Type ◽  
Library Anxiety ◽  
Seeking Behavior

Purpose – The purpose of this study is to find whether undergraduate students in the first discipline-based class can attain flow state while researching. Despite its widespread acceptance and application, flow theory has not been applied to the research process. Moreover, it can further librarians’ knowledge of the importance of affect in information seeking behavior. Design/methodology/approach – Flow is a phenomenological state achieved when skill level is equal to challenge level. Flow experience was operationalized using Z-score analysis as one standard deviation above individuals’ averages. The study used mixed methods including event contingent experience sampling method, Bostick’s library anxiety scale and reflection papers. Following library instruction sessions, undergraduate participants scheduled research consultations with a librarian. Findings – Individual research sessions grew more positive as reflected by Z scores over the semester, with one case of flow. Overall, participants’ library anxiety decreased minimally. Reflection papers reiterated the value of approachability and interest of the librarian, with those who had consultations feeling both increased confidence in their skills and in knowing they had an ally in their research. Research limitations/implications – The original collaborator and pedagogy were not utilized, thereby limiting the scope and sample size. The author was able to collaborate with other faculty. Future research would benefit from a larger sample size and more collaboration. Originality/value – Using flow theory as a model can emphasize the positive aspects of research as interesting and enjoyable, even in the imposed query setting of the classroom, and it can encourage librarians’ display of interest during research consultations.

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.

Library Anxiety among Undergraduate Students: A Comparative Study on Egypt and Saudi Arabia

2019 ◽  
Vol 45 (4) ◽  
pp. 386-393
Author(s):  
Ahmed Maher Khafaga Shehata ◽  
Mohammed Fathy Mahmoud Elgllab
Keyword(s):  
Saudi Arabia ◽  
Comparative Study ◽  
Undergraduate Students ◽  
Library Anxiety

scholarly journals Testing a Warmth-Based Instruction Intervention for Reducing Library Anxiety in First-Year Undergraduate Students

2019 ◽  
Vol 14 (2) ◽  
pp. 70-84 ◽  
Author(s):  
Cecelia Parks
Keyword(s):  
Undergraduate Students ◽  
Academic Libraries ◽  
Research University ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
Emotional Factors ◽  
Library Anxiety ◽  
Based Instruction ◽  
Standard Library

Abstract Objective – This study aimed to test the efficacy of a warmth-based library instruction intervention in reducing rates of library anxiety in first-year undergraduate students. "Warmth" is a concept that is commonly discussed within literature on library anxiety, but to date no studies have explicitly tested the application of a warmth-based instruction intervention. First-year students are ideal targets for this intervention because they are the most likely to experience library anxiety. Methods – A quasi-experiment was conducted examining library anxiety rates in first-year undergraduate students at a public research university in the U.S. South. A one-shot warmth-based instruction session focusing on the emotional dimensions of library use was compared to a standard one-shot instruction session. Library anxiety was measured using a modified version of Bostick's Library Anxiety Scale as a pretest and posttest. Results – Results indicated that both warmth-based and standard library instruction were associated with a decrease in participants' library anxiety rates without significant differences between the types of instruction. However, warmth-based instruction was correlated with greater reductions in areas of library anxiety related to interactions with library workers. Though library anxiety rates decreased significantly after experiencing library instruction, participants exhibited low levels of library anxiety before their library instruction session occurred. Conclusion – Though warmth-based instruction did not have a significantly different impact than standard library instruction on general library anxiety, the intervention tested in this study suggests strategies that could be used to increase student comfort with library workers. This study also demonstrates a successful method to include emotional factors such as library anxiety in academic libraries' regular assessment programs. Focusing assessment on students' skills and knowledge alone risks ignoring an important aspect of student engagement and missing opportunities for academic libraries to connect with students. Assessment of emotional components of library instruction initiatives is especially crucial to ensure and demonstrate that libraries are using their resources effectively to maximize student success.

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