Literaturnachweis - Detailanzeige
| Autor/inn/en | Gordon-Hickey, Susan; Lemley, Trey |
|---|---|
| Titel | Background Noise Acceptance and Personality Factors Involved in Library Environment Choices by College Students |
| Quelle | In: Journal of Academic Librarianship, 38 (2012) 6, S.365-369 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0099-1333 |
| DOI | 10.1016/j.acalib.2012.08.003 |
| Schlagwörter | Academic Libraries; Library Facilities; Physical Environment; Acoustics; Personality; College Students; Reading; Listening; Personality Assessment; Locus of Control; Self Control |
| Abstract | For decades, academic libraries made efforts to provide study environments differing in acoustic environment. The present study aimed to provide an evidence basis for this practice by comparing background noise acceptance and personality factors of two groups of college-aged students self identified as preferring quiet or background noise when performing cognitive tasks. Twenty young adult college students participated. Each participant completed background noise assessment (reading and listening) and personality assessment (five factor inventory, locus of control, and self-control). Results of the present study indicate that personality factors are not related to an individual's acoustic environment preference while studying; however, background noise acceptance measured while reading and while listening to speech was related to study environment choice. Findings of the present study indicate that students accurately self-assess their acoustic study environment needs. This evidence indicates that academic libraries should continue to offer multiple acoustic study environments for college students. (Contains 1 table and 2 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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