Library Anxiety: Characteristics of "At-Risk" College Students.

Autor/inn/en	Jiao, Qun G.; Onwuegbuzie, Anthony J.
Titel	Library Anxiety: Characteristics of "At-Risk" College Students.
Quelle	(1995), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Libraries; Anxiety; College Students; Demography; English (Second Language); Factor Analysis; High Risk Students; Higher Education; Likert Scales; Student Attitudes; Student Characteristics; Student Surveys; Users (Information) + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Angst; Collegestudent; Demografie; English as second language; English; Second Language; Englisch als Zweitsprache; Faktorenanalyse; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Likert-Skala; Schülerverhalten; Schülerbefragung; Benutzerprofil; Nutzer
Abstract	This study investigated the antecedent correlates of library anxiety, specifically characteristics of library-anxious students and factors which place them at risk. The following factors were considered: gender; age; native language; year of study; academic achievement; course load; number of earned credit hours; number of library instruction courses; computer experience; study habits; employment status; distance between home and the library; frequency of library visits; and reasons for visiting the library. Students from two universities (n=493) were administered the Library Anxiety Scale (LAS), a 43-item 5-point Likert-format instrument which assessed levels of library anxiety. Data indicated that students with the highest levels of library anxiety tended to be male, undergraduate, not speak English as their native language, have high levels of academic achievement, be employed either part- or full-time, and visit the library infrequently. Recommendations include making both librarians and teaching faculty aware of the characteristics of high-anxious students, as well as increasing the accessibility of anxiety-reducing interventions which focus on developing affective skills. Particular attention should be paid to students whose native language is not English, and library instruction should be introduced at the high school level. (Contains 17 references.) (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC